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ACIP

Fayette County High School

Fayette County Board of Education

Mr. Jeremy H Madden, Principal

202 Tiger Drive Fayette, AL 35555

Document Generated On November 25, 2013

TABLE OF CONTENTS

Executive Summary

Introduction 2 Description of the School 3 School's Purpose 4 Notable Achievements and Areas of Improvement 5 Additional Information 6

Improvement Plan Stakeholder Involvement

Introduction 8 Improvement Planning Process 9

Stakeholder Feedback Diagnostic

Introduction 11 Stakeholder Feedback Data 12 Evaluative Criteria and Rubrics 13 Areas of Notable Achievement 14 Areas in Need of Improvement 15 Report Summary 16

Student Performance Diagnostic

Introduction 18 Student Performance Data 19 Evaluative Criteria and Rubrics 20 Areas of Notable Achievement 21 Areas in Need of Improvement 23 Report Summary 25

ACIP Assurances

Introduction 27 ACIP Assurances 28

Plan for ACIP

Overview 30 Goals Summary 31

Goal 1: Engage and Empower the Learner Through Technology 32

Goal 2: Prepare and Support Teachers and Leaders to Graduate College and Career Ready Students 32

Goal 3: All educators and students will have tools to access a comprehensive viable infrastructure when and where they

need it. 33

Goal 4: Increase the number of students scoring at a proficient level on the mathematics Quality Core end-of-course

assessments by 5/23/14 34

Goal 5: All students at Fayette County High School will graduate with their cohort and will be College and/or Career

Ready 35

Goal 6: Increase the number of students scoring at a proficient level on the English Quality Core end-of-course

assessments by 5/23/14. 37

Activity Summary by Funding Source 39

Title I Schoolwide Diagnostic

Introduction 43 Component 1: Comprehensive Needs Assessment 44 Component 2: Schoolwide Reform Strategies 46 Component 3: Instruction by Highly Qualified Staff 72 Component 4: Strategies to Attract Highly Qualified Teachers 73 Component 5: High Quality and Ongoing Professional Development 75 Component 6: Strategies to Increase Parental Involvement 86 Component 7: Transition Strategies 88 Component 8: Teacher Participation in Making Assessment Decisions 90 Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering theStandards 91 Component 10: Coordination and Integration of Federal, State and Local Programs and Resources 92 Evaluation: 94

Coordination of Resources/Comprehensive Budget

Introduction 96 State Foundation Funds: 97 Federal Funds: Title I Part A 99 Federal Funds:School Improvement Grant – SIG 100 Federal Funds:Title II: Professional Development Activities 101 Federal Funds:Title III: For English Language Learners 102 Federal Funds:Other federal funds 103

Federal Funds:Title VI: For Rural and Low-income Schools 104 III. Local Funds ( if applicable) 105

Executive Summary

ACIPFayette County High School

SY 2013-2014 Page 1© 2013 AdvancED www.advanc-ed.org

Introduction Every school has its own story to tell. The context in which teaching and learning takes place influences the processes and procedures by

which the school makes decisions around curriculum, instruction, and assessment. The context also impacts the way a school stays faithful

to its vision. Many factors contribute to the overall narrative such as an identification of stakeholders, a description of stakeholder

engagement, the trends and issues affecting the school, and the kinds of programs and services that a school implements to support student

learning.

The purpose of the Executive Summary (ES) is to provide a school with an opportunity to describe in narrative form the strengths and

challenges it encounters. By doing so, the public and members of the school community will have a more complete picture of how the school

perceives itself and the process of self-reflection for continuous improvement. This summary is structured for the school to reflect on how it

provides teaching and learning on a day to day basis.



Description of the School

Describe the school's size, community/communities, location, and changes it has experienced in the last three years. Include

demographic information about the students, staff, and community at large. What unique features and challenges are associated

with the community/communities the school serves? Fayette County High School is located in the county seat of Fayette County, Alabama. According to the 2012 census, the current population

is 4,550. This is a 7.6% decrease from 2000. As of 2011, the median household income is $28,158.00. The estimated per capita income is

$16,062.00. The city of Fayette has experienced a dramatic drop in industry over the last several years. The main employers include DCH

Hospital, Ox Bodies, Dal-Tile, Alabama Power, the Fayette County School System, Bevill State Community College, and several small local

businesses. Changes in community demographics have led to several challenges at FCHS. These stem mainly from difficulties related to the

unemployment rate of 9.2%. Most of the residents, 83%, have not pursued high school graduation or higher education. The estimated

median family income has decreased 61% since 2007. As indicated by this data, local funding, and attitudes about the importance of

education in the general public, has steadily decreased. With a dwindling tax base, local funds are not available to supplement state monies

for extended technology upgrades and advanced educational pursuits. FCHS educators face difficulties with graduation rates due to both

parent and student devaluation of education. In spite of these difficulties, the faculty, staff and administration of FCHS continue to strive for

excellence giving personal funds, time, and effort for students to succeed.

FCHS is a 9-12 school with a total student population of 452. This is a 13% increase from 2011-2012. The racial mix is 332 white, 117 black,

three Hispanic, and one Asian. There are 251 male and 201 female students. For the 2013/2014 school year FCHS has been designated a

Title I school based on the 46.9% free/reduced lunch rate. Special services are provided to 28 students. This does not include gifted

students as the Fayette County School system does not extend services past grade eight. The FCHS faculty includes two administrators, 29

faculty members, and 14 support personnel. The entire faculty is Highly Qualified. Faculty degree holdings are AA - 1, MS - 16, BS - 12, BA

- 1 and RN - 1.



School's Purpose

Provide the school's purpose statement and ancillary content such as mission, vision, values, and/or beliefs. Describe how the

school embodies its purpose through its program offerings and expectations for students. The mission of Fayette County High School is to teach, to prepare, and to provide a positive learning environment for our students by

recognizing their individual differences and by making allowances for those differences so that each student may succeed in their quest for

higher education and their quest to become contributing members of our society.

FCHS embodies these goals in several ways. The most obvious path to success is through the creation of a positive learning environment.

At FCHS this is achieved through incentives for active student/parent/teacher interaction. Positive behavior banners have been placed in the

hallways and reinforced through a Character Education word of the month postings in the classroom each month. The FCHS Student

Council is very active in promoting positive activities and student participation through Tiger TV News and personal one to one appeals.

Seniors participate in a 14/14 Motivational Speakers Bureau to learn pathways to goal setting success and college and career readiness.

In an effort to promote continued student learning beyond high school, college information is posted in the hallways, on the school website,

and presented through college recruiters. Scholarships are promoted and advertised as well. Teachers promote college alma maters

through door and bulletin board displays throughout the year. The school counselor uses the school cast system to relate important

information related to individual grade levels. Several programs target first generation college participation and lower income students.

These include Upward Bound, Upward Bound Science and Math, FOCUS, and the CAMP program. Bevill State Community College

sponsors the TORCH program which is a competition for area students to showcase their talents and be rewarded for educational

achievement in the areas of academic, career technical education, and performing arts.

FCHS faculty and staff provide leadership in several important ways. The school nurse has implemented a Rural Health Scholars program

where students learn about employment in the health field through literature and on-site interaction with health professional at DCH Hospital.

Students are also able to learn about the teaching profession through a Future Teachers of America program which involves Fayette

Elementary School.

The FCHS faculty vision is to prepare students for the challenges of 21st Century educational, work force, and community engagement. We

believe students should be exposed to advanced technology and experiences that extend beyond the written curriculum. We want students

to develop individual interest and determination to better themselves and seek positive personal advancement when they leave Fayette

County High School. We value personal commitment, individuality, and determination to succeed. These qualities are necessary for

success in the global economy our students will face.



Notable Achievements and Areas of Improvement

Describe the school's notable achievements and areas of improvement in the last three years. Additionally, describe areas for

improvement that the school is striving to achieve in the next three years. FCHS is proud to have notable achievements on all levels across the spectrum. The 2013-2014 State Secondary Teacher of the Year for

District VII is a member of the FCHS faculty. The assistant principal earned the Making a Difference Award for Class 3A. The FCHS Ag

teacher was given the National Star Chapter Award. He also became Business and Industry Certified bringing all three career tech faculty

members into certification. Nine students became Microsoft Office Systems certified under the direction of the Career Tech Teacher. Balfour

Publishing presented the yearbook sponsor with the Outstanding Contribution to Scholastic Journalism award. Only 12% of yearbook staffs

sponsored by Balfour Publishing receive honorable mention in the "Yearbook Yearbook" competition. FCHS students earned multiple

awards. The Agri Business Department was especially proficient and won several awards: 100% Membership Award; 2nd place, District

Extemporaneous (Public Speaking); 2nd place Dairy Production Proficiency in the state; 3rd place at state in Dairy Cattle Evaluation; and 4th

place in the district in the Ceremonies Contest. The FCHS football team played in the final state playoff game and the volleyball team

progressed to the Elite 8. Collectively the senior class received over one million dollars worth of scholarships in 2012. FCHS had one

National Merit Scholar in 2012.

FCHS has steadily increased scores on state assessments. Students meet the AHSGE AMO goal of 92%. On the Quality Core

Assessments FCHS had an average score of 146 in Geometry, which was above the county average of 144. FCHS was above average for

the county in the subject of English 9. English 9 had an overall score of 152. English 10 had an overall score of 151. Test data also showed

a closing of the achievement gap between racial subgroups in Reading with whites scoring 81% and blacks 83%.

The faculty strives to continue to achieve 100% proficiency in all areas. Continuous improvement plans, professional development, and

individual improvement plans will help faculty, students, and parents to succeed. Goals for percentage increases on state mandated tests are

written into official plans for improvement.



Additional Information

Provide any additional information you would like to share with the public and community that were not prompted in the previous

sections. The faculty of FCHS is determined to help every student reach his or her potential. They are committed to continued training and goal

setting. Although household income, employment, and local funding have decreased, FCHS continues to achieve on the local and state

level. With continued efforts to individualize instruction, set high standards, and provide extended opportunities for students to experience

life beyond their immediate environment, Fayette County High School will continue to show improvement and success in all areas.



Improvement Plan Stakeholder Involvement



Introduction The responses should be brief, descriptive, and appropriate for the specific section. It is recommended that the responses are written offline

and then transferred into the sections below.



Improvement Planning Process

Improvement Planning Process

Describe the process used to engage a variety of stakeholders in the development of the institution's improvement plan. Include

information on how stakeholders were selected and informed of their roles, and how meetings were scheduled to accommodate

them. In an effort to involve a representative cross-section of our community, the school leadership team invited several parents who are also

community leaders to offer input into our plan. These stakeholders were chosen by the team based upon their roles in the community and

vested interest in the success of the school. These stakeholders are parents of multiple current and future students of our school. As

community leaders, these stakeholders are ones who will insure transitional needs are met as students matriculate from the middle to the

high school. Initially, stakeholders were contacted via telephone and invited to be a part of our team. The team met with these parents during

their lunch hour to review the background information and allow these stakeholders to offer their suggestions and ideas for our improvement

goals. Describe the representations from stakeholder groups that participated in the development of the improvement plan and their

responsibilities in this process. The stakeholder groups are represented with members from the FCHS Leadership Team, the College and Career Readiness Standards

(CCRS) team, parents, and local business leaders. The leadership and CCRS teams were responsible for compiling and disseminating data

to facilitate the writing attainable goals for our school. All team members were assigned specific roles: data collection, data input, or data

review and feedback. The parents and business leaders assisted in establishing methods for implementation and financing of measures

necessary to insure the goals are implemented to fidelity. Following the completion of the plan, stakeholders reviewed all portions and made

suggestions for insuring that the goals are met. Explain how the final improvement plan was communicated to all stakeholders, and the method and frequency in which

stakeholders receive information on its progress. The final improvement plan was communicated to all stakeholders through a variety of methods. Once the plan was completed, a copy was

given to all stakeholders. Additionally, the final plan was uploaded to the school website. Printed copies of the final plan were made

available for review in the school library and guidance counselor's office. If the plan necessitated revisions throughout the year, stakeholders

were notified via email to facilitate immediate feedback.



Stakeholder Feedback Diagnostic



Introduction The Stakeholder Feedback Diagnostic is designed to analyze the institution's survey results in terms of areas of achievement and areas that

need improvement. Further, the diagnostic is essential to the accreditation and continuous improvement processes in that it provides the

institution with a comprehensive view of the aggregate scores of the surveys administered, and the actual total of respondents for each

survey type to derive a single score for this diagnostic. The performance level score computed at the completion of the diagnostic is used to

broaden and enhance the external review team's understanding of the stakeholder's perceptions of the institution; the diagnostic should be

used in the same manner by the institution as it engages in improvement planning.



Stakeholder Feedback Data

Label Assurance Response Comment Attachment1. Did you complete the Stakeholder Feedback

Data document offline and upload below?Yes FCHS Surveys



Evaluative Criteria and Rubrics

Overall Rating: 3.5

Statement or Question Response Rating1. Questionnaire Administration All required AdvancED questionnaires were

used by the institution to receive stakeholderfeedback. The minimum response rate for eachpopulation was met (parent questionnaire:equal to or greater than 20%, studentquestionnaire(s): equal to or greater than 40%,staff questionnaire: equal to or greater than60%). Questionnaires were administered withcomplete fidelity to the appropriateadministrative procedures. In every instance,the stakeholders to whom these questionnaireswere administered fully represented thepopulations served by the institution.Appropriate accommodations were provided asnecessary for all participants.

Level 4

Statement or Question Response Rating2. Stakeholder Feedback Results and Analysis All questionnaires had an average item value of

3.20 or above (on a 5.0 scale). Results ofstakeholder feedback collected by the institutionwere acceptably analyzed and presented withreasonable clarity.

Level 3



Areas of Notable Achievement

Which area(s) indicate the overall highest level of satisfaction or approval? Staff Survey

1. (4.55) Our school's purpose statement is clearly focused on student success.

4. (4.55) Our school's purpose statement is supported by the policies and practices adopted by the school board or governing body.

5. (4.55) Our school has a continuous improvement process based on data, goals, actions, and measures for growth.

Student Survey

19. (3.84) All of my teachers use tests, projects, presentations, and portfolios to check my understanding of what was taught.

20. (3.77) All of my teachers provide me with information about my learning and grades.

28. (3.92) In my school, I can participate in activities that interest me.

Parent Survey

1. (3.98) Our school's purpose statement is clearly focused on student success.

19. (4.01) My child knows the expectations for learning in all classes.

26. (4.00) Our school provides a safe learning environment. Which area(s) show a trend toward increasing stakeholder satisfaction or approval? This was the initial year of giving the ASSIST Surveys to our staff, students, and staff so we have no comparison documents. Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The staff, student, and parent data from the reported findings above are all consistent.

The staff, parents, and students agree that the school's purpose is clear and focused on student success.

Students and parents are aware of the high learning expectations.

The staff provides data based feedback about student learning and grades.



Areas in Need of Improvement

Which area(s) indicate the overall lowest level of satisfaction or approval? Staff Survey

30. (3.58) In our school, staff members provide peer coaching to teachers.

31. (3.58) In our school, a formal process is in place to support new staff members in their professional practice.

38. (3.58) Our school provides sufficient material resources to meet student needs.

Student Survey

17. (3.15) All of my teachers change their teaching to meet my learning needs.

24. (3.07) In my school, students respect the property of other.

27. (3.11) In my school, students help each other even if they are not friends.

Parent Survey

16. (3.15) All of my child's teachers keep me informed regularly of how my child is being graded.

18. (3.51) My child sees a relationship between what is begin taught and his/her everyday life.

25. (3.49) Our school provides an adequate supply of learning resources that are current and in good condition.

Which area(s) show a trend toward decreasing stakeholder satisfaction or approval? This was the initial year of giving the ASSIST Surveys to our staff, students, and parents so we have no comparison documents. What are the implications for these stakeholder perceptions? Staff perception could be related to deficiency in new teacher orientation, training, and resources

Parent perception could be related to limited teacher contact with parents.

Student perception could be related to the limited amount of positive behavior support and a lack of parental involvement at the school level.

Which of the above reported findings are consistent with findings from other stakeholder feedback sources? The reported results from the AdvaceEd survey did not show any correlation between the faculty, student, and parent data.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.5



Student Performance Diagnostic



Introduction The Student Performance Diagnostic provides an institution with a process to report summative student assessments. This diagnostic is

significant to the accreditation and continuous improvement process as it serves as a resource for schools to view content area assessment

results required by the state, district, or other entities, determine the quality and reliability of the given assessments, and show the alignment

of the assessments to the school's curriculum. The performance level computed at the completion of the diagnostic is used by the external

review team as a comprehensive report to understand fully the institution's assessment program; the diagnostic should be used in the same

manner by the institution as it engages in improvement planning.



Student Performance Data

Label Assurance Response Comment Attachment1. Did you complete the Student Performance

Data document offline and upload below?Yes ACIP Student

Performance DataDocument



Evaluative Criteria and Rubrics

Overall Rating: 3.25

Statement or Question Response Rating1. Assessment Quality The array of assessment devices used by the

institution to determine students' performancesis sufficiently aligned so that valid inferencescan be reached regarding students' status withrespect to the entire set of curricular aimsregarded as high-priority, “must accomplish,”instructional targets. The documentationprovided in support of this alignment ispersuasive. All of the assessments used areaccompanied by evidence demonstrating thatthey satisfy accepted technical requirementssuch as validity, reliability, absence of bias, andinstructional sensitivity.

Level 4

Statement or Question Response Rating2. Test Administration All the assessments used by the institution to

determine students' performances, whetherexternally acquired or internally developed,have been administered with complete fidelityto the administrative procedures appropriate foreach assessment. In every instance, thestudents to whom these assessments wereadministered are accurately representative ofthe students served by the institution.Appropriate accommodations have beenprovided for all assessments so that validinferences can be made about all students'status with respect to all of the institution'stargeted curricular outcomes.

Level 4

Statement or Question Response Rating3. Quality of Learning Evidence of student learning promoted by the

institution is indifferently analyzed andpresented with little clarity. In comparison toinstitutions functioning in a similar educationalcontext, students' status, improvement, and/orgrowth evidence indicates that the level ofstudent learning is below what would otherwisebe expected.

Level 2

Statement or Question Response Rating4. Equity of Learning Evidence of student learning indicates

achievement gaps exist among subpopulationsof students, and these achievement gaps havenoticeably declined.

Level 3



Areas of Notable Achievement

Which area(s) are above the expected levels of performance? Alabama High School Graduation Exam

Biology 92%

Math 88%

Fayette County High School is above average compared to other school in our system in the areas of Biology and Math.

Quality Core Assessments

FCHS had an average score of 146 in Geometry, which was above the county average of 144.

FCHS was at the average score for the county in the subject of English 9.

Describe the area(s) that show a positive trend in performance. Alabama High School Graduation Exam

2009-2012 shows a positive growth for Biology from 84% to 92%.

No growth can be provided for Quality Core Assessments due to first year testing. Which area(s) indicate the overall highest performance? Alabama High School Graduation Exam

Biology 92%

Math 88%

Quality Core Assessments

English 9 had an overall score of 152.

English 10 had an overall score of 151.

FCHS scored higher than the other schools in the system in Geometry with an overall score of 146.

Which subgroup(s) show a trend toward increasing performance? Alabama High School Graduation Exam



Social Studies Poverty Group 78%

Reading Black Group 83%

Biology Poverty 85%

Biology Black 83%

No growth can be proven on the End of Course Assessments due to first year testing. Between which subgroups is the achievement gap closing? Alabama High School Graduation Exam

Reading White subgroup is 81% compared to the black subgroup at 83%. Which of the above reported findings are consistent with findings from other data sources? Alabama High School Graduation Exam and Global Scholar results are comparable to Quality Core End of Course Assessments in

Geometry and Algebra I.



Areas in Need of Improvement

Which area(s) are below the expected levels of performance? Alabama High School Graduation Exam

Social Studies 60%

Language 61%

Reading 75% Describe the area(s) that show a negative trend in performance. Alabama High School Graduation Exam

Language showed a decrease from 82% in 2009 to 61% in 2012.

Social Studies showed a decrease from 83% in 2009 to 60% in 2012. Which area(s) indicate the overall lowest performance? Alabama High School Graduation Exam

Social Studies 60%

Language 61% Which subgroup(s) show a trend toward decreasing performance? Alabama High School Graduation Exam

Social Studies Black subgroup was at 30%.

Language Black subgroup was at 30%. Between which subgroups is the achievement gap becoming greater? Alabama High School Graduation Exam

Social Studies has an achievement gap of 45% between black and white subgroups.

Language has an achievement gap of 46% between black and white subgroups.

Language has an achievement gap of 40% between poverty and non-poverty subgroups.

Reading has an achievement gap of 32% between poverty and non-poverty subgroups. Which of the above reported findings are consistent with findings from other data sources?



No other data sources at this institution relate to these reported findings.



Report Summary

Scores By Section

Sections

1 2 3 4

Section Score

Evaluative Criteria and Rubrics 3.25



ACIP Assurances



Introduction By responding to the questions in ASSIST and attaching evidence when required, the institution has verified whether it meets or does not

meet each of the required ACIP Assurances.



ACIP Assurances

Label Assurance Response Comment Attachment1. The Instructional Leadership Team members

that should be present include the principal,guidance counselor, district schoolimprovement specialist (or other designee),appropriate content-area teachers, parentrepresentatives, and student representatives(as appropriate). Depending on the data,additional members may include specialpopulation representatives (TechnologyCoordinator, Special Education, ELL, etc.),district federal programs coordinator, districtchief school financial officer, communitystakeholders, or any other member asappropriate. Documentation will be maintainedon site.

Yes InstructionalLeadership TeamSignature Page

Label Assurance Response Comment Attachment2. The institution complies with all federal laws

and regulations prohibiting discrimination andwith all requirements and regulations of theU.S. Department of Education. It is the policy ofthis institution that no person on the basis ofrace, color, religion, national origin or ancestry,age, gender, height, weight, marital status ordisability shall be subjected to discrimination inany program, service or activity for which theinstitution is responsible, or for which it receivesfinancial assistance from the U.S. Departmentof Education.

Yes Non-DiscriminatoryStatement

Label Assurance Response Comment Attachment3. The institution has designated an employee to

coordinate efforts to comply with and carry outnon-discrimination responsibilities. If yes, listthe name, position, address and telephonenumber of the employee in the comment field.

Yes Jeremy MaddenPrincipal202 Tiger Drive Fayette, Al 35555205 932 1990

Non-DiscriminatoryStatement

Label Assurance Response Comment Attachment4. The institution has a Parent Involvement policy

and plan as required in NCLB Section 1118,and ensures that all requirements in Section1118 and 1111(h)(6), Parents' Right-to-Know,are implemented systematically.

Yes ParentalInvolvement Policy

Label Assurance Response Comment Attachment5. The institution has a School-Parent Compact. If

a Title I school, the School-Parent Compactcontains the required components (NCLBSection 1118(d)(1-2)(A,B,C)) and was jointlydeveloped with parents of participatingstudents.

Yes School-ParentCompact



Plan for ACIP



Overview

Plan Name

Plan for ACIP

Plan Description



Goals Summary

The following is a summary of the goals encompassed in this plan. The details for each goal are available in the next section.

# Goal Name Goal Details Goal Type Total Funding1 Engage and Empower the Learner Through

TechnologyObjectives:1Strategies:1Activities:1

Academic $3000

2 Prepare and Support Teachers and Leaders toGraduate College and Career Ready Students

Objectives:1Strategies:1Activities:3

Academic $3000

3 All educators and students will have tools to accessa comprehensive viable infrastructure when andwhere they need it.


Organizational $12000

4 Increase the number of students scoring at aproficient level on the mathematics Quality Coreend-of-course assessments by 5/23/14


Academic $2000

5 All students at Fayette County High School willgraduate with their cohort and will be Collegeand/or Career Ready


Organizational $1200

6 Increase the number of students scoring at aproficient level on the English Quality Core end-of-course assessments by 5/23/14.


Academic $0



Goal 1: Engage and Empower the Learner Through Technology

Strategy 1: Digital Content - Teachers and students will be provided online digital content in the area of Math. Research Cited: NETS-S 2, CCRS Literacy Standards: PLAN2020

Goal 2: Prepare and Support Teachers and Leaders to Graduate College and Career Ready

Students

Strategy 1: Professional Development - All classroom teachers will receive specialized training that will equip them to teach the new state standards. This training will be provided

by AMSTI specialists and state department trainers in the areas of career preparedness, and College and Career Ready Standards implementation. Research Cited: Alabama State Department of Education

Measurable Objective 1:100% of All Students will demonstrate a proficiency in the effective use of standards-based digital media to learn and communicate real-world applications ofconcepts and processess individually and collaboratively in Career & Technical by 05/20/2014 as measured by Classroom/student observation, decreased usage ofpaper and hard copy materials, Speak Up surveys, Transformation 2020 surveys, and Educate Alabama data.

Activity - Creation of Online Access Codes Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The Technology Coordinator and the Curriculum Specialist will work withthe faculty to ensure that they receive the online access codes for the mathtextbooks

ProfessionalLearning

08/01/2013 05/20/2014 $3000 State Funds CurriculumSpecialist,TextbookCoordinator,TechnologyCoordinator

Measurable Objective 1:100% of All Students will demonstrate a behavior of receiving instruction from teachers who have completed CCRS professional development training in Mathematicsby 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College and Career Ready Standards..

Activity - CCRS Implementation Team Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 3: All educators and students will have tools to access a comprehensive viable

infrastructure when and where they need it.

Strategy 1: Alabama Supercomputer - Continue to support online access through Alabama Supercomputer Research Cited: The Broadband Imperative: Recommendation to Address K-12 Education Infrastructure Needs (2012). Retrieved from www.setda.org

Select faculty members at all levels will attend the State Department'sCCRS Implementation Team quarterly meetings on September 25,November 20, February 12, and April 25 : then, they will provideturnaround training to other faculty members upon return.


09/25/2013 05/20/2014 $1000 Other CCRSImplementation TeamMembers andCurriculumCoordinator

Activity - Quality Core Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All 9-12 mathematics teachers will attend Quality Core training on August14, August 16, October 24, November 21, January 17, and February 27.


08/14/2013 02/27/2014 $2000 General Fund Director ofCurriculumandInstruction

Activity - Global Scholar Achievement Series Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

One lead teacher from each core subject area will lead a turnaroundtraining to other faculty members.


09/11/2013 05/23/2014 $0 No FundingRequired

GeorgeneMcDonald(Math), JulieMoore(English) ,Julie Turman(Science) ,Emily Cook(History)

Measurable Objective 1:collaborate to ensure students, teachers, and administrators have excellent, viable bandwidth and wireless connectivity in order to access the Internet, digital learningresources, productivity tools, online assessment and data by 05/20/2014 as measured by Transform 2020 Survey Results, Inventory Report, and Bandwidth TrafficReport.

Activity - Monitor Broadband Access Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Monitor Broadband access through the Bandwidth Traffic Data Technology 08/19/2013 05/20/2014 $0 No FundingRequired

TechnologyCoordinator



Goal 4: Increase the number of students scoring at a proficient level on the mathematics Quality

Core end-of-course assessments by 5/23/14

Strategy 1: Quality Core Training - All 9-12 mathematics teachers will attend Quality Core training on August 14, August 16, October 24, November 21, January 17, and February

27. Research Cited: AMSTI

Strategy 2: Global Scholar Achievement - The Fayette County Math Team will be trained in the Global Scholar Achievement Series. Fayette County High School will receive turn

around training from team members. Research Cited: Global Scholar

Activity - Wireless Access Points Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Continue to increase the number of wireless access points at each school Technology 08/19/2013 05/20/2014 $12000 Other Technologycoordinator,NetworkAdministrator

Measurable Objective 1:A 5% increase of Ninth and Tenth grade students will demonstrate a proficiency on the Quality Core end-of course assessments in Mathematics by 05/23/2014 asmeasured by Quality Core end-of-course assessments .

Activity - Quality Core Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All 9-12 mathematics teacher will attend Quality Core training on August14, August 16, October 24, November 21, January 17, and February 27


08/14/2013 05/23/2014 $2000 General Fund Director ofCurriculumandInstruction

Activity - Global Scholar Achievement Series Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible



Goal 5: All students at Fayette County High School will graduate with their cohort and will be

College and/or Career Ready

Strategy 1: AHSGE Remediation Class - Students who have not passed the Reading and Math portions of the AHSGE will be assigned a remediation class. Research Cited: Alabama High School Graduation Exam Review Guide from Enrichment Plus

Strategy 1: Problem Solving Team - Fayette County High School will implement a Problem Solving team that will meet to address the needs of struggling students. Research Cited: IDEA 2004, NCLB

Mrs. Georgene McDonald will participate in Professional Learning Activityand turn around the training to other faculty members.



Mrs.GeorgeneMcDonaldand theDirector ofCurriculumandInstructionand theTechnologyCoordinator

Measurable Objective 1:demonstrate a proficiency in the Math and Reading portions of the AHSGE to meet graduation requirements by 05/20/2014 as measured by AHSGE.

Activity - Remediation class Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All students who have not passed the Reading and Math portions of theAHSGE will attend a remediation class.

AcademicSupportProgram


SeniorEnglishTeacher,MeaganPinion

Measurable Objective 2:demonstrate a proficiency in assisting struggling learners through RTI program by 05/20/2014 as measured by the percentage of students entering Tier II or Tier III.

Activity - Problem Solving Team Bi-Monthly Meeting Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

The problem solving team will meet bi-monthly to discuss data andevaluate progress monitoring of struggling students



RTI teammembers,Principal



Strategy 1: Teach in Alabama - Fayette County High School will use Teach in Alabama to recruit and screen highly qualified applicants for all positions. Research Cited: Teach in Alabama

Strategy 2: Teacher Mentoring Program - All new teachers will be assigned an experienced teacher as a mentor. Research Cited: ALSDE

Strategy 1: Transitions - Eighth to ninth grade - The counselor will go into the eighth grade classrooms and provide a lesson including: discussion of fears, expectations, and

concerns regarding the transition to high school from middle school; study skills including organization and study habits. The counselor will provide information on

scheduling and classes that are available at FCHS. A student and parent orientation will be held two weeks before the 2014/15 school year begins. The principal and

counselor will provide information on school rules, policies, schedules, grades, and procedures. The student council will be present to give tours of the school to

incoming freshmen.

Twelfth grade to post secondary - Students must be prepared to enter a four year college, technical school, apprenticeship, or the workforce. (1)There is a senior

orientation session held in August that all seniors and their parents are invited to attend. The principal and counselor relate information about financial aid, scholarships,

and admissions requirements. (2) Bevill State Community College hosts a career day for seniors to speak to representatives from various colleges, technical programs,

armed forces and vocations. (3) Bevill State Community College also hosts College Day where various post secondary institution are represented. Seniors talk to

college representatives and receive information to take home to share with parents. (4) The counselor will present various lessons based on senior needs.

Research Cited: Fayette County Guidance and counseling plan

Measurable Objective 3:collaborate to provide highly qualified teachers to all students at Fayette County High School by 05/20/2014 as measured by Graduation rate.

Activity - Recruiting New Teachers Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Use Teach in Alabama to recruit highly qualified teachers Recruitmentand Retention

08/19/2013 05/20/2014 $1200 DistrictFunding

Principal

Activity - Mentoring Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All new teachers will be assigned a mentor Recruitmentand Retention


Principal andDepartmentheads

Measurable Objective 4:collaborate to help students make a smooth transitions by 05/20/2014 as measured by student and parent participation.



Goal 6: Increase the number of students scoring at a proficient level on the English Quality Core

end-of-course assessments by 5/23/14.

Strategy 1: Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic teaching strategies,

incorporating a variety of instructional methods. Research Cited: ARI

Activity - Ninth Grade Orientation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

There will be a ninth grade orientation held the week before school beginsfor parents and students. The principal, counselor, and faculty will reviewpolicies, schedules, grades, and procedures.



GuidanceCounselorand Principal

Activity - Senior Orientation Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

A senior orientation will be held in August. All seniors and their parents willbe invited to attend the meeting. The principal, counselor, and seniorsponsors will relate information on financial aid, scholarship-s, admissionrequirements, schedules and senior expenses. Bevill State CommunityCollege hosts Career Day for seniors to speak to representatives fromvarious colleges, technical programs, armed forces, and vocations. BevillState also hosts College Day where various post secondary institutions arerepresented. The counselor will present various lessons based on seniorneeds throughout the year.



Prinicipal,Counselor,SeniorSponsors,Bevill StateRepresentatives

Measurable Objective 1:A 5% increase of Tenth grade students will demonstrate a proficiency on the English 10 Quality Core End of Course Assessment in English Language Arts by05/23/2014 as measured by the End of Course Assessment.

Activity - ARI PAL Strategies Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will incorporate appropriate "before" strategies to introduceconcepts and test prior knowledge, "during" strategies to provide explicitinstruction, and "after" strategies to summarize big ideas or test students'grasp of the material into their daily lessons.



All classroomteachers

Activity - Variety of Instructional Methods Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

All teachers will incorporate various instructional strategies (differentiatedinstruction, scaffolding of instruction, cooperative learning) into their dailylessons.



All classroomteachers



Strategy 2: Professional Learning - One teacher from each core subject will attend Global Scholar assessment training for Performance Series. Implementation of content learned

from training will impact student achievement. Research Cited: Global Scholar

Activity - Performance Series Training Activity Type Begin Date End Date ResourceAssigned

Source OfFunding

StaffResponsible

Sallie Lawrence, our regional Global Scholar representative, providedmaterials and trained one faculty member from each core subject area.These four core teachers will provide training for preparing resources andassessments to use in instruction to other teachers in their subject areas.



All certifiedfacultymembers



Activity Summary by Funding Source

Below is a breakdown of your activities by funding source

District Funding

General Fund

Other

Activity Name Activity Description Activity Type Begin Date End Date ResourceAssigned

StaffResponsible

Recruiting New Teachers Use Teach in Alabama to recruit highly qualified teachers Recruitmentand Retention

08/19/2013 05/20/2014 $1200 Principal

Total $1200


StaffResponsible

Quality Core Training All 9-12 mathematics teacher will attend Quality Coretraining on August 14, August 16, October 24, November21, January 17, and February 27


08/14/2013 05/23/2014 $2000 Director ofCurriculumandInstruction

Quality Core Training All 9-12 mathematics teachers will attend Quality Coretraining on August 14, August 16, October 24, November21, January 17, and February 27.


08/14/2013 02/27/2014 $2000 Director ofCurriculumandInstruction

Total $4000


StaffResponsible

Wireless Access Points Continue to increase the number of wireless access pointsat each school

Technology 08/19/2013 05/20/2014 $12000 Technologycoordinator,NetworkAdministrator

CCRS Implementation Team Select faculty members at all levels will attend the StateDepartment's CCRS Implementation Team quarterlymeetings on September 25, November 20, February 12,and April 25 : then, they will provide turnaround training toother faculty members upon return.


09/25/2013 05/20/2014 $1000 CCRSImplementation TeamMembers andCurriculumCoordinator

Total $13000



State Funds

No Funding Required


StaffResponsible

Creation of Online AccessCodes

The Technology Coordinator and the Curriculum Specialistwill work with the faculty to ensure that they receive theonline access codes for the math textbooks


08/01/2013 05/20/2014 $3000 CurriculumSpecialist,TextbookCoordinator,TechnologyCoordinator

Total $3000


StaffResponsible

Problem Solving Team Bi-Monthly Meeting

The problem solving team will meet bi-monthly to discussdata and evaluate progress monitoring of strugglingstudents


08/20/2013 05/20/2014 $0 RTI teammembers,Principal

Variety of InstructionalMethods

All teachers will incorporate various instructional strategies(differentiated instruction, scaffolding of instruction,cooperative learning) into their daily lessons.


08/19/2013 05/20/2014 $0 All classroomteachers

Monitor Broadband Access Monitor Broadband access through the Bandwidth TrafficData

Technology 08/19/2013 05/20/2014 $0 TechnologyCoordinator

ARI PAL Strategies All teachers will incorporate appropriate "before" strategiesto introduce concepts and test prior knowledge, "during"strategies to provide explicit instruction, and "after"strategies to summarize big ideas or test students' grasp ofthe material into their daily lessons.


08/19/2013 05/20/2014 $0 All classroomteachers

Global Scholar AchievementSeries Training

Mrs. Georgene McDonald will participate in ProfessionalLearning Activity and turn around the training to otherfaculty members.


09/11/2013 05/23/2014 $0 Mrs.GeorgeneMcDonaldand theDirector ofCurriculumandInstructionand theTechnologyCoordinator

Mentoring All new teachers will be assigned a mentor Recruitmentand Retention

08/20/2013 05/20/2014 $0 Principal andDepartmentheads



Global Scholar AchievementSeries Training

One lead teacher from each core subject area will lead aturnaround training to other faculty members.


09/11/2013 05/23/2014 $0 GeorgeneMcDonald(Math), JulieMoore(English) ,Julie Turman(Science) ,Emily Cook(History)

Performance Series Training Sallie Lawrence, our regional Global Scholarrepresentative, provided materials and trained one facultymember from each core subject area. These four coreteachers will provide training for preparing resources andassessments to use in instruction to other teachers in theirsubject areas.


08/19/2013 05/20/2014 $0 All certifiedfacultymembers

Remediation class All students who have not passed the Reading and Mathportions of the AHSGE will attend a remediation class.


08/19/2013 05/20/2014 $0 SeniorEnglishTeacher,MeaganPinion

Senior Orientation A senior orientation will be held in August. All seniors andtheir parents will be invited to attend the meeting. Theprincipal, counselor, and senior sponsors will relateinformation on financial aid, scholarship-s, admissionrequirements, schedules and senior expenses. Bevill StateCommunity College hosts Career Day for seniors to speakto representatives from various colleges, technicalprograms, armed forces, and vocations. Bevill State alsohosts College Day where various post secondaryinstitutions are represented. The counselor will presentvarious lessons based on senior needs throughout the year.


08/14/2013 05/23/2014 $0 Prinicipal,Counselor,SeniorSponsors,Bevill StateRepresentatives

Ninth Grade Orientation There will be a ninth grade orientation held the week beforeschool begins for parents and students. The principal,counselor, and faculty will review policies, schedules,grades, and procedures.


08/20/2013 05/14/2014 $0 GuidanceCounselorand Principal

Total $0



Title I Schoolwide Diagnostic



Introduction This diagnostic tool is aligned to requirements for Title I Schoolwide schools. As described in sections 1111(b)(1), 1114 (b)(1)(A)] and

1309(2) of the Elementary and Secondary Education Act (ESEA), the comprehensive needs assessment (CNA) requirement is met by

completing a School Process Profile and Summary Report. The comprehensive needs assessment must be completed prior to creating a

new plan or annually updating an existing school improvement plan. Use the results of the comprehensive needs assessment to develop

Goals/Objectives/Strategies and Activities. Ensure that the Gap Statements and Causes for Gaps included in the Goals information address

all four measures of data: student achievement data, school programs/process data, perceptions data (must include teachers and parents;

student data is encouraged), and demographic data. The Comprehensive Needs Assessment must also take into account the needs of

migratory children as defined in Title I, Part C, Section 1309(2).



Component 1: Comprehensive Needs Assessment

How was the comprehensive needs assessment conducted? Data was gathered from the AHSGE, ARMT Plus Reading and Math, Science Assessment, Quality Core Assessments, SIR Data, and Parent

Surveys. After this data was gathered, the Leadership Team reviewed the data. The data was then shared with all faculty members. The

goals were then set to address the weaknesses that were identified. What were the results of the comprehensive needs assessment? AHSGE-

Language: 61% of students have passed the language portion of the AHSGE by the summer of 2012. This is a decrease from 80% in 2011.

Reading: 75% of students have passed the reading portion of the AHSGE by the summer of 2012. This is a decrease from 80% in 2011.

Math: 88% of students have passed the reading portion of the AHSGE by the summer of 2012. This is a decrease from 92% in 2011.

Social Studies: 60% of students have passed the reading portion of the AHSGE by the summer of 2012. This is a decrease from 62% in

2011.

Biology: 92% of students have passed the reading portion of the AHSGE by the summer of 2012. This is a decrease from 97% in 2011. What conclusions were drawn from the results? AHSGE

There has been an overall decrease of the number of students who pass the test before entering their senior year from 2011 to 2012.

What information was concluded as a result of analyzing perception, student achievement, school programs/process, and

demographic data? Perception:

According to the AdvancED Parent Survey completed in September of 2013, our highest levels of satisfaction were

- Our school's purpose statement is clearly focused on student success.

- My child knows the expectations for learning in all classes.

- Our school provides a safe learning environment.

Student Achievement:

After analyzing all standardized test scores, student achievement demonstrates a positive trend in Biology from 2009-2012 with an increase

from 84% to 92%. From 2009-2012, a negative trend appeared in Language which decreased from 82% to 61% and Social Studies which

decreased from 83% to 60%.

School Programs/Process:

We participate in Science in Motion. We have several students taking Access classes. We have an RTI Team and teachers who have time



allotted throughout the day to assist students who are placed in Tier II or Tier III remediation. We are also continuing to focus on the use of

technology in the classrooms to achieve high student interest. Our focus on technology is demonstrated through the "Bring Your Own

Device" Policy.

Demographic Data:

Student Enrollment has increased 13% from 2011 to 2012. FCHS is a Title I School based on the 46.9% free/reduced lunch rate.

How are the school goals connected to priority needs and the needs assessment? Fayette County High School's goals are connected to priority needs and the needs assessment. We have three goals based on the needs of

our students.

All students will graduate with their cohort and will be college and/or career ready.

Increase the number of students scoring at a proficient level by 5% on the mathematics Quality Core end-of-course assessment. This goal is

based on the scores for the 2013 Quality Core Assessment. How do the goals portray a clear and detailed analysis of multiple types of data? Fayette County High School's goals are based on multiple types of data. The data was analyzed and used to create goals that address the

needs of the school. The types of data used were: parent involvement surveys, standardized test scores, school programs/process

information, and demographic data. How do the goals address the needs of the whole school population and special recognition to children who are disadvantaged? The goals address the needs of the whole school population because they are based on data that reflects the entire school population. The

goals also demonstrate recognition of children who are disadvantaged through the utilization of data to help students achieve at a higher

level.



Component 2: Schoolwide Reform Strategies

Identify the strategies in the schoolwide plan that focus on helping all students reach the State's standards? Goal 1:

Engage and Empower the Learner Through Technology Measurable Objective 1:

100% of All Students will demonstrate a proficiency in the effective use of standards-based digital media to learn and communicate real-

world applications of concepts and processess individually and collaboratively in Career & Technical by 05/20/2014 as measured by

Classroom/student observation, decreased usage of paper and hard copy materials, Speak Up surveys, Transformation 2020 surveys, and

Educate Alabama data. Strategy1:

Digital Content - Teachers and students will be provided online digital content in the area of Math.

Research Cited: NETS-S 2, CCRS Literacy Standards: PLAN2020

Goal 2:

Prepare and Support Teachers and Leaders to Graduate College and Career Ready Students Measurable Objective 1:

100% of All Students will demonstrate a behavior of receiving instruction from teachers who have completed CCRS professional

development training in Mathematics by 05/20/2014 as measured by all teachers attending workshops and training on Alabama's College

and Career Ready Standards.. Strategy1:

Professional Development - All classroom teachers will receive specialized training that will equip them to teach the new state standards.

This training will be provided by AMSTI specialists and state department trainers in the areas of career preparedness, and College and

Career Ready Standards implementation.

Research Cited: Alabama State Department of Education

Activity - Creation of Online Access Codes ActivityType Begin Date End Date Funding Amount &

Source Staff Responsible

The Technology Coordinator and theCurriculum Specialist will work with the facultyto ensure that they receive the online accesscodes for the math textbooks

ProfessionalLearning 08/01/2013 05/20/2014 $3000 - State Funds

CurriculumSpecialist,TextbookCoordinator,TechnologyCoordinator



Goal 3:

All educators and students will have tools to access a comprehensive viable infrastructure when and where they need it. Measurable Objective 1:

collaborate to ensure students, teachers, and administrators have excellent, viable bandwidth and wireless connectivity in order to access the

Internet, digital learning resources, productivity tools, online assessment and data by 05/20/2014 as measured by Transform 2020 Survey

Results, Inventory Report, and Bandwidth Traffic Report. Strategy1:

Alabama Supercomputer - Continue to support online access through Alabama Supercomputer

Research Cited: The Broadband Imperative: Recommendation to Address K-12 Education Infrastructure Needs (2012). Retrieved from

www.setda.org

Activity - Quality Core Training ActivityType Begin Date End Date Funding Amount &


All 9-12 mathematics teachers will attendQuality Core training on August 14, August 16,October 24, November 21, January 17, andFebruary 27.

ProfessionalLearning 08/14/2013 02/27/2014 $2000 - General Fund

Director ofCurriculum andInstruction

Activity - CCRS Implementation Team ActivityType Begin Date End Date Funding Amount &


Select faculty members at all levels will attendthe State Department's CCRS ImplementationTeam quarterly meetings on September 25,November 20, February 12, and April 25 : then,they will provide turnaround training to otherfaculty members upon return.

ProfessionalLearning 09/25/2013 05/20/2014 $1000 - Other

CCRSImplementationTeam Membersand CurriculumCoordinator

Activity - Global Scholar AchievementSeries Training

ActivityType Begin Date End Date Funding Amount &


One lead teacher from each core subject areawill lead a turnaround training to other facultymembers.

ProfessionalLearning 09/11/2013 05/23/2014 $0 - No Funding Required

GeorgeneMcDonald (Math),Julie Moore(English) , JulieTurman (Science) ,Emily Cook(History)

Activity - Monitor Broadband Access ActivityType Begin Date End Date Funding Amount &


Monitor Broadband access through theBandwidth Traffic Data Technology 08/19/2013 05/20/2014 $0 - No Funding Required Technology

Coordinator



Goal 4:

Increase the number of students scoring at a proficient level on the mathematics Quality Core end-of-course assessments by 5/23/14 Measurable Objective 1:

A 5% increase of All Students will demonstrate a proficiency on the Quality Core end-of course assessments in Mathematics by 05/23/2014

as measured by Quality Core end-of-course assessments . Strategy1:

Global Scholar Achievement - The Fayette County Math Team will be trained in the Global Scholar Achievement Series. Fayette County

High School will receive turn around training from team members.

Research Cited: Global Scholar

Strategy2:

Quality Core Training - All 9-12 mathematics teachers will attend Quality Core training on August 14, August 16, October 24, November 21,

January 17, and February 27.

Research Cited: AMSTI

Goal 5:

All students at Fayette County High School will graduate with their cohort and will be College and/or Career Ready Measurable Objective 1:

demonstrate a proficiency in assisting struggling learners through RTI program by 05/20/2014 as measured by the percentage of students

Activity - Wireless Access Points ActivityType Begin Date End Date Funding Amount &


Continue to increase the number of wirelessaccess points at each school Technology 08/19/2013 05/20/2014 $12000 - Other

Technologycoordinator,NetworkAdministrator




Mrs. Georgene McDonald will participate inProfessional Learning Activity and turn aroundthe training to other faculty members.


Mrs. GeorgeneMcDonald and theDirector ofCurriculum andInstruction and theTechnologyCoordinator



All 9-12 mathematics teacher will attend QualityCore training on August 14, August 16, October24, November 21, January 17, and February 27





entering Tier II or Tier III. Strategy1:

Problem Solving Team - Fayette County High School will implement a Problem Solving team that will meet to address the needs of struggling

students.

Research Cited: IDEA 2004, NCLB

Measurable Objective 2:

collaborate to provide highly qualified teachers to all students at Fayette County High School by 05/20/2014 as measured by Graduation

rate. Strategy1:

Teacher Mentoring Program - All new teachers will be assigned an experienced teacher as a mentor.

Research Cited: ALSDE

Strategy2:

Teach in Alabama - Fayette County High School will use Teach in Alabama to recruit and screen highly qualified applicants for all positions.

Research Cited: Teach in Alabama


demonstrate a proficiency in the Math and Reading portions of the AHSGE to meet graduation requirements by 05/20/2014 as measured by

AHSGE. Strategy1:

Activity - Problem Solving Team Bi-MonthlyMeeting



The problem solving team will meet bi-monthlyto discuss data and evaluate progressmonitoring of struggling students


08/20/2013 05/20/2014 $0 - No Funding Required RTI team members,Principal

Activity - Mentoring ActivityType Begin Date End Date Funding Amount &


All new teachers will be assigned a mentorRecruitmentandRetention

08/20/2013 05/20/2014 $0 - No Funding Required Principal andDepartment heads

Activity - Recruiting New Teachers ActivityType Begin Date End Date Funding Amount &


Use Teach in Alabama to recruit highly qualifiedteachers

RecruitmentandRetention

08/19/2013 05/20/2014 $1200 - District Funding Principal



AHSGE Remediation Class - Students who have not passed the Reading and Math portions of the AHSGE will be assigned a remediation

class.

Research Cited: Alabama High School Graduation Exam Review Guide from Enrichment Plus


collaborate to help students make a smooth transitions by 05/20/2014 as measured by student and parent participation. Strategy1:

Transitions - Eighth to ninth grade - The counselor will go into the eighth grade classrooms and provide a lesson including: discussion of

fears, expectations, and concerns regarding the transition to high school from middle school; study skills including organization and study

habits. The counselor will provide information on scheduling and classes that are available at FCHS. A student and parent orientation will be

held two weeks before the 2014/15 school year begins. The principal and counselor will provide information on school rules, policies,

schedules, grades, and procedures. The student council will be present to give tours of the school to incoming freshmen.

Twelfth grade to post secondary - Students must be prepared to enter a four year college, technical school, apprenticeship, or the workforce.

(1)There is a senior orientation session held in August that all seniors and their parents are invited to attend. The principal and counselor

relate information about financial aid, scholarships, and admissions requirements. (2) Bevill State Community College hosts a career day for

seniors to speak to representatives from various colleges, technical programs, armed forces and vocations. (3) Bevill State Community

College also hosts College Day where various post secondary institution are represented. Seniors talk to college representatives and receive

information to take home to share with parents. (4) The counselor will present various lessons based on senior needs.


Activity - Remediation class ActivityType Begin Date End Date Funding Amount &


All students who have not passed the Readingand Math portions of the AHSGE will attend aremediation class.


08/19/2013 05/20/2014 $0 - No Funding RequiredSenior EnglishTeacher, MeaganPinion

Activity - Senior Orientation ActivityType Begin Date End Date Funding Amount &


A senior orientation will be held in August. Allseniors and their parents will be invited toattend the meeting. The principal, counselor,and senior sponsors will relate information onfinancial aid, scholarship-s, admissionrequirements, schedules and senior expenses.Bevill State Community College hosts CareerDay for seniors to speak to representativesfrom various colleges, technical programs,armed forces, and vocations. Bevill State alsohosts College Day where various postsecondary institutions are represented. Thecounselor will present various lessons based onsenior needs throughout the year.


08/14/2013 05/23/2014 $0 - No Funding Required

Prinicipal,Counselor, SeniorSponsors, BevillStateRepresentatives



Goal 6:

Increase the number of students scoring at a proficient level on the English Quality Core end-of-course assessments by 5/23/14. Measurable Objective 1:

A 5% increase of All Students will demonstrate a proficiency on the English 10 Quality Core End of Course Assessment in English

Language Arts by 05/23/2014 as measured by the End of Course Assessment. Strategy1:

Strategic Teaching - Students will receive explicit, intensive instruction on reading standards from teachers who use ARI PAL strategic

teaching strategies, incorporating a variety of instructional methods.

Research Cited: ARI

Strategy2:

Professional Learning - One teacher from each core subject will attend Global Scholar assessment training for Performance Series.

Implementation of content learned from training will impact student achievement.


Activity - Ninth Grade Orientation ActivityType Begin Date End Date Funding Amount &


There will be a ninth grade orientation held theweek before school begins for parents andstudents. The principal, counselor, and facultywill review policies, schedules, grades, andprocedures.


08/20/2013 05/14/2014 $0 - No Funding RequiredGuidanceCounselor andPrincipal

Activity - Variety of Instructional Methods ActivityType Begin Date End Date Funding Amount &


All teachers will incorporate variousinstructional strategies (differentiatedinstruction, scaffolding of instruction,cooperative learning) into their daily lessons.

ProfessionalLearning 08/19/2013 05/20/2014 $0 - No Funding Required All classroom

teachers

Activity - ARI PAL Strategies ActivityType Begin Date End Date Funding Amount &


All teachers will incorporate appropriate"before" strategies to introduce concepts andtest prior knowledge, "during" strategies toprovide explicit instruction, and "after"strategies to summarize big ideas or teststudents' grasp of the material into their dailylessons.


teachers



Identify the strategies in the schoolwide plan that increase the quality and quantity of instruction? Goal 1:








Goal 2:





Activity - Performance Series Training ActivityType Begin Date End Date Funding Amount &


Sallie Lawrence, our regional Global Scholarrepresentative, provided materials and trainedone faculty member from each core subjectarea. These four core teachers will providetraining for preparing resources andassessments to use in instruction to otherteachers in their subject areas.

ProfessionalLearning 08/19/2013 05/20/2014 $0 - No Funding Required All certified faculty

members












Goal 3:







www.setda.org



















Goal 4:







Strategy2:




Goal 5:




Coordinator




















rate. Strategy1:



Strategy2:







students.



































AHSGE. Strategy1:















class.


Goal 6:






Research Cited: ARI

Strategy2:













teachers





teachers



Identify the research-based reform strategies in the schoolwide plan that align with the findings of the needs assessment? Goal 1:








Goal 2:









members












Goal 3:







www.setda.org



















Goal 4:







Strategy2:




Goal 5:




Coordinator




















AHSGE. Strategy1:


class.




rate. Strategy1:



Strategy2:





















students.


Goal 6:






Research Cited: ARI

Strategy2:














teachers





teachers



Identify the strategies in the schoolwide plan that provide an enriched and accelerated curriculum for select students and support

progress for all students? Goal 1:








Goal 2:








members











Strategy2:




Goal 3:



rate. Strategy1:



Strategy2:
























students.




AHSGE. Strategy1:


class.


































Goal 4:



















Research Cited: ARI

Strategy2:




Identify the strategies in the schoolwide plan that provide a level of interventions for students who need the most instructional

support? Goal 1:



AHSGE.





teachers





teachers





members



Strategy1:


class.




rate. Strategy1:



Strategy2:





































students.















Component 3: Instruction by Highly Qualified Staff

Describe how staffing decision ensure that highly qualified, well trained teachers provide instruction and how their assignments

most effectively address identified academic needs. Fayette County High School strives to ensure that all positions are filled with highly qualified, well-trained teachers. Jobs are posted through

Teach in Alabama, the state-wide job application site. Applicants who are qualified for the job are then contacted for an interview. The

principal holds the interviews and makes recommendations for filling jobs based on the academic needs of the school.

Label Assurance Response Comment Attachment1. Do all of the instructional paraprofessionals

meet the NCLB requirements for highlyqualified? If no, what is the number that is nothighly qualified and what is being done toaddress this?

Yes

Label Assurance Response Comment Attachment2. Do all of the teachers meet the NCLB

requirements for highly qualified? If no, what isthe number that is not highly qualified and whatis being done to address this?

Yes



Component 4: Strategies to Attract Highly Qualified Teachers

What is the school's teacher turnover rate for this school year? The turnover rate for Fayette County High School is higher than previous years. The turnover rate for this year is 33%. What is the experience level of key teaching and learning personnel? The entire faculty is Highly Qualified. Of our 29 faculty members, degree holdings are MS-16 and BS-13. Our faculty teaching experience

ranges from one year to 33 years. What are specific initiatives the school has implemented to attract and retain high quality teachers regardless of the turnover rate? Fayette County High School strives to attract and retain highly qualified teachers. Jobs are posted on the school website and on the state

application site. Representatives from Fayette County are sent to universities to recruit potential graduates and universities are contacted to

allow their placement offices to recommend applicants to the system. Fayette County is marketed as an excellent place to live and raise a

family, which makes it a wonderful place to begin a career. Bevill Community College is located in Fayette. The University of Alabama, the

University of North Alabama, and the University of West Alabama are in close proximity. These colleges generate ample applications for

each job opening. New teachers are monitored by the administration and central office staff for three years. All teachers are required to

participate in professional development activities organized by the local school and encouraged to seek additional professional development

activities. What are specific initiatives the district has implemented to attract and retain highly qualified teachers regardless of the turnover

rate? Fayette County High School strives to attract and retain highly qualified teachers. Jobs are posted on the school website and on the state

application site. Representatives from Fayette County are sent to universities to recruit potential graduates and universities are contacted to

allow their placement offices to recommend applicants to the system. Fayette County is marketed as an excellent place to live and raise a

family, which makes it a wonderful place to begin a career. Bevill Community College is located in Fayette. The University of Alabama, the

University of North Alabama, and the University of West Alabama are in close proximity. These colleges generate ample applications for

each job opening. New teachers are monitored by the administration and central office staff for three years. All teachers are required to

participate in professional development activities organized by the local school and encouraged to seek additional professional development

activities. If there is a high turnover rate, what initiatives has the school implemented to attempt to lower the turnover rate of highly qualified

teachers? The turnover rate at Fayette County High School has always been very low in past years. The higher turnover rate this year is mainly due to



retirements of teachers who have been faculty members at Fayette County High School for 25-38 years. This further validates the high

retention rate for teachers at Fayette County High School.



Component 5: High Quality and Ongoing Professional Development

Identify the professional development activities included in the schoolwide plan that are high quality, effective, and research-

based? Goal 1:



























Goal 2:







Strategy2:




Goal 3:
































students.

















rate. Strategy1:



Strategy2:





AHSGE. Strategy1:


class.
























Identify the professional development opportunities for teachers, principals, paraprofessionals, other staff, and parents that are

included in the schoolwide plan? Goal 1:









Goal 2:

























Strategy2:




Goal 3:
































students.

















AHSGE. Strategy1:


class.




rate. Strategy1:



Strategy2:

























Identify the teacher mentoring activities included in the schoolwide plan. For example, new or inexperienced teachers are given

support from an assigned master teacher. Goal 1:
























rate. Strategy1:



Strategy2:







students.





















AHSGE. Strategy1:


class.


Describe how this professional development is “sustained and ongoing.” The professional development at FCHS is sustained and ongoing. Global Scholar training and College and Career Readiness training are

provided by AMSTI and Fayette County Board of Education's Director of Curriculum and instruction. The training is ongoing throughout the

year, and the trained teachers are expected to provide turn around training to other faculty members.














Component 6: Strategies to Increase Parental Involvement

How were parents involved in the design of the schoolwide plan? Parents of Fayette County High School are involved in the design of the schoolwide plan. The parents on the leadership team are included

in the discussion and formation of the plan. After the plan has been developed, it is available for all parents. How were parents involved in the implementation of the schoolwide plan? Parents have access to the schoolwide plan. They may view the plan and submit suggestions to the leadership team. How were parents involved in the evaluation of the schoolwide plan? Parents were involved in the evaluation of the schoolwide plan through completion of surveys. All parents were notified of the survey and

had the opportunity to participate. Does the school have a Title I Parent Involvement policy that addresses how the school carries out the required activities of ESEA

Section 1118 (c) through (f)? Yes How is the school carrying out the activities outlined in ESEA Section 1118 (e ) 1-5, 14 and (f )? NA How will the parent involvement component of the schoolwide plan be evaluated? The parent involvement component of the schoolwide plan is evaluated yearly through a parent survey and an end of year meeting. How will the results of the evaluation be used to improve the schoolwide program? The results of the survey and end of year meeting will be used to make improvements to the schoolwide program. The recommendations will

be considered when the leadership team meets.



How was the school-parent compact developed? The school-parent compact was developed through discussion between teachers, parents, and students. Sample compacts were evaluated.

A final compact was created and agreed upon by the teachers, parents, and students. How is the parent compact used at elementary-level parent teacher conferences? N/A How is the parent compact shared with middle school or high school parents (depending on the grade span of the school)? Compacts are sent home at the beginning of the year with all important documents. Parents are asked to discuss the compact with their

child, have the child sign the compact, and then sign the compact. Compacts are then sent back to the school and given to the first period

teacher to keep on file. How does the school provide individual student academic assessment results in a language the parents can understand? The school tries to provide individual student academic assessment results in a language parents can understand. The guidance counselor

and teachers review and explain all test results that are distributed to students to take home to their parents. Parents are welcome to come

to the school to have any information explained to them at any time.



Component 7: Transition Strategies

Identify the strategies in the schoolwide plan that support and assist students in transitioning from one grade level to the next. For

example, preschool preparation for Kindergarten and/or eighth grade transition to high school. Goal 1:























Component 8: Teacher Participation in Making Assessment Decisions

How do teachers provide their input into the decisions regarding the use of school-based academic assessments? Teachers are able to provide their input into decisions regarding the use of school-based academic assessments. All teachers are on

committees that have input into decisions regarding the use of school- based academic assessments. Core teachers will also create

benchmark assessments using the Global Scholar Achievement Series. How are teachers involved in student achievement data analysis for the purpose of improving the academic achievement of all

students? Teachers analyze data for the purpose of improving the academic achievement of all students. Teachers analyze formal and informal data

daily from their classrooms to gauge students understanding. Teachers also analyze the data from Global Scholar to determine areas of

improvement for all students.



Component 9: Timely and Additional Assistance to Students Having Difficulty Mastering the

Standards

What is the process to identify students who experience difficulty mastering the State's academic achievement assessment

standards at an advanced or proficient level? Students who have below a 60 at the end of each 6 weeks are referred to RTI by the regular education teacher. The RTI teach develops a

plan of strategies to help the student master the standards at proficient levels. How is timely, effective, additional assistance provided to students who are experiencing difficulty mastering the State's academic

achievement assessment standards at an advanced or proficient level? Students are referred to RTI when they have a class average of 60 or below at the end of a six weeks grading period. At this time the

student is placed on Tier II of the RTI process for 6 weeks. If student is unsuccessful after Tier II strategies for the six week grading period,

the student is then placed under Tier III of the RTI process for the following 6 weeks. When a student is still unsuccessful after Tier III, the

student is then referred for testing for possible special education eligibility. How are students' individual needs being addressed through differentiated instruction in the classroom? All teachers at Fayette County High School received training in strategic teaching methods. Teachers involve group work and project project

based learning on a daily basis. Students' individual learning styles are addressed in the general education classrooms through

differentiated instruction.



Component 10: Coordination and Integration of Federal, State and Local Programs and Resources

In what ways are the programs are coordinated and integrated toward the achievement of the schoolwide goals? The Fayette County Board of Education and Fayette County High School have implemented the following programs. These programs are

vital components in the success of the ACIP. The objectives of these programs will be met through the efforts of the Fayette County Board of

Education, program coordinators, Fayette County High School administration, faculty, staff, parents, and students. These programs aid in the

acquisition and mastery of educational goals for every student at Fayette County High School. List the State, Federal and local programs that are consolidated/coordinated in the schoolwide program and describe how all

programs and resources are coordinated and integrated toward the achievement of the schoolwide goals. Federal

Title I - This program provides the resources for all students to meet academic achievement. The goal of Title I is to place highly qualified

teachers in every classroom and to provide a well-integrated program, a variety of instructional materials, methods, and activities that reflect

individual student needs and interests.

Title II - This program provides resources for professional development expenses including registration fees, travel, and substitutes.

Title VI - This program provides money for a full-time LPN.

E-Rate - This money comes from a federal program that provides a rebate of telephone charges and gives the money back to the schools.

This money helps fund our school's technology program.

Child Nutrition Program - This program provides nutritional breakfast and lunches to students as well as to qualifying students through the

free/reduced program.

STATE

At-Risk Programs - These programs allow for the funding of Drop-out Prevention and Truancy Intervention for students who have exhibited

behavior problems or have neglected academic responsibilities. The money is administered by the central office.

State Enhancement Technology Funds - Technology funds are allocated for support of the computers issued by the county system.

Utilization of these funds varies on an as needed basis.

State Vocational Funds - This money provides for the update and repair of vocational equipment.

LOCAL

Local Churches provide donations for instructional supplies.

The Fayette Community Foundation awards grants annually to assist the school in various ways.

Local scholarships are provided through various agencies and alumni to assist Fayette County High School graduates.

How does the school coordinate and integrate the following Federal, State and local services in a manner applicable to the grade

level to support achievement of the schoolwide goals: violence prevention programs, nutrition programs, housing programs, Head



Start, adult education, vocational and technical education, and job training. Local sheriff departments give drug awareness presentations to the student body and high school. Fayette County High School conducts a

Red Ribbon Week. They also speak to juniors and

seniors each year just before Prom to educate them on the dangers of drinking and driving.

Our Career Tech program addresses job and career preparation to students by conducting interest inventories and career cluster exploration.

These students also examine the education and/or

training path necessary for various career choices. Certain skills training, such as welding, is also available to our older students through dual

enrollment at Bevill St. Community College. All students receive free and reduced lunch applications at the beginning of the school year.

FCHS provides a breakfast and lunch program to all students.



Evaluation:

How does the school evaluate at least annually the implementation of the schoolwide program? We evaluate the schoolwide program throughout the year. We have a beginning of the year meeting, a mid-year review, and an end of the

year meeting for further revision. How does the school evaluate the results achieved by the schoolwide program using data from the State's annual assessments

and other indicators of academic achievement? School wide faculty meetings will also be held to review and evaluate overall school performance on state assessments. Teachers and

administrators will use the test results to make decisions regarding curriculum changes, assess the instructional program, and develop

strategies for addressing the areas of weakness identified by the test results. How does the school determine whether the schoolwide program has been effective in increasing the achievement of students

who are furthest from achieving the standards? RtI meetings are held monthly to assist students who are at-risk in the areas of attendance, academics, and behavior. What process is followed by the school to revise the plan, as necessary, based on the evaluation, to ensure continuous

improvement of students in the schoolwide program? Departmental meetings will be held to discuss individual student progress and weaknesses. These meetings will be used to develop

strategies to improve individual student performance and discuss progess of the program. Teachers and administrators will also use the test

results to make decisions regarding the program.



Coordination of Resources/Comprehensive

Budget



Introduction List all federal, state, and local monies that the school uses to run its program



State Foundation Funds:

Label Question ValueState Foundation Funds: Provide the total funds allocated for. 2063876.5

Label Question Value1. Provide the number of teacher assigned units. 23.02

Label Question Value2. Provide the number of classroom teachers. 23.05

Label Question Value3. Provide the total of all salaries for the teacher assigned units and

classroom teachers.1091542.5

Label Question Value4. Provide the number of Administrator units. 1.0

Label Question Value5. Provide the total funds allocated for Administrator salaries. 84535.88

Label Question Value6. Provide the number of Assistant Principal(s). 0.5

Label Question Value7. Provide the total funds allocated for Assistant Principal salaries. 31722.0

Label Question Value8. Provide the number of Counselor(s). 1.0

Label Question Value9. Provide the total funds allocated for Counselor salaries. 52580.0



Label Question Value10. Provide the number of Librarian(s). 1.0

Label Question Value11. Provide the total funds allocated for Librarian salaries. 49329.0

Label Question Value12. Provide total funds allocated for Instructional Supplies. 7956.0

Label Question Value13. Provide total funds allocated on Library Enhancement(s). 0.0

Label Question Value14. Provide total funds allocated on Technology. 0.0

Label Question Value15. Provide total funds allocated on Professional Development. 0.0

Label Question Value16. Provide total funds allocated on State ELL Funds. 0.0



Federal Funds: Title I Part A

Provide a brief explanation and breakdown of spending. FCHS is providing salaries and benefits for 25% for a science teacher and 50% for an English teacher totaling $40,394. They have also

allotted $2,500 for copier maintenance, $10,000 for materials and supplies, $700 for software, $40,630 for instructional computer hardware,

$2,000 for professional development, and $1,117 for parent involvement.

Label Question Value Title I: Part A: Improving theAcademic Achievement of theDisadvantaged

Provide the total funds allocated. 97341.0



Federal Funds:School Improvement Grant – SIG

Provide a brief explanation and breakdown of spending. Not applicable

Label Question ValueARRA FUNDS: Provide the total funds allocated. 0.0



Federal Funds:Title II: Professional Development Activities

Provide a brief explanition and breakdown of spending. Not applicable

Label Question ValueTitle II: Provide the total funds allocated. 0.0



Federal Funds:Title III: For English Language Learners


Label Question ValueTitle III: Provide the total funds allocated. 0.0



Federal Funds:Other federal funds

Provide a brief explanation and breakdown of expenses. Not applicable

Label Question ValueTitle IV: Provide the total funds allocated. 0.0



Federal Funds:Title VI: For Rural and Low-income Schools


Label Question ValueTitle VI: Provide the total funds allocated. 0.0



III. Local Funds ( if applicable)

Provide a brief explanation and breakdown of spending. FCHS spends their local money in the following areas: salaries/benefits, instructional materials/supplies, utilities, operation/maintenance,

travel/training, office supplies, copier maintenance, items for resale, and transfers.

Label Question ValueLocal Funds: Provide the total funds allocated. 387131.75



Student Performance Data Document

The two assessments used were the Alabama High School Graduation Exam and Quality Core End of Course Assessments in the areas of English 9, English 10, Geometry, and Algebra I. Both of these assessments are aligned with the Alabama Course of Study. Instruction throughout the school year was documented in lesson plans that were aligned with the ACOS to ensure all priority curricular needs were met. All of the assessments have been tested and verified as being valid, reliable, and unbiased. The building test coordinator is trained by the LEA. The building test coordinator trained all teachers who administered both tests. All student populations were representatives in the testing pool. All assessment results are provided in the graphs below.

Fayette County High 2012 AHSGE-Language

6158

67

30

76

42

82

0

10

20

30

40

50

60

70

80

90

All Students Male Female Black White Poverty Non-PovertySubgroup

Fayette County High 2012 AHSGE-Reading Disaggregated Data

75

81

68

83 81

60

92

0

10

20

30

40

50

60

70

80

90

100


Fayette County High 2012-Mathematics Disaggregated Data

88 90

8377

92

79

96

0

20

40

60

80

100

120


Fayette County High 2012 AHSGE-Social Studies

60

69

49

30

7578

44

0

10

20

30

40

50

60

70

80

90


Fayette County High 2012 AHSGE Biology Disaggregated Data

9296

8883

97

85

100

0

20

40

60

80

100

120


Fayette County High School 2012 AHSGE Comparison to Similar Schools

0

20

40

60

80

100

120

Language Reading Mathematics Social Studies BiologySubject

FayetteNorthsideGordoSipsey ValleyHamilton

Fayette County High School 2012 AHSGE Comparison to System

61

75

87

60

92

63

7982

63

84

0

10

20

30

40

50

60

70

80

90

100


FCHSSystem

Fayette County High School AHSGE

82 81

8983 8484 84 84

65

95

80 80

92

62

97

61

75

87

60

92

0

20

40

60

80

100

120


2009201020112012

Fayette County High School Quality Core Assessments

144

146

152

151

146

144

152

153

138

140

142

144

146

148

150

152

154

Algebra 1 Geometry English 9 English 10

Fayette County H.SSystem

Staff Survey

Survey Response Counts

Section: Purpose and Direction

Question / InstitutionStrongly Agree

# %

Agree

# %

Neutral

# %

Not Applicable

# %

Total

# %

1. Our school's purposestatement is clearlyfocused on studentsuccess.

Fayette County HighSchool

Average Score 11 55% 9 45% 0 0% 0 0% 20 100%

4.55 11 55% 9 45% 0 0% 0 0% 20 100%

Total 11 55% 9 45% 0 0% 0 0% 20 100%

2. Our school's purposestatement is formallyreviewed and revisedwith involvement fromstakeholders.


Average Score 10 50% 8 40% 1 5% 1 5% 20 100%

4.25 10 50% 8 40% 1 5% 1 5% 20 100%

Total 10 50% 8 40% 1 5% 1 5% 20 100%

3. Our school's purposestatement is based onshared values andbeliefs that guidedecision-making.


Average Score 13 65% 6 30% 1 5% 0 0% 20 100%

4.6 13 65% 6 30% 1 5% 0 0% 20 100%

Total 13 65% 6 30% 1 5% 0 0% 20 100%

4. Our school's purposestatement is supportedby the policies andpractices adopted by theschool board orgoverning body.


Average Score 11 55% 9 45% 0 0% 0 0% 20 100%

4.55 11 55% 9 45% 0 0% 0 0% 20 100%

Total 11 55% 9 45% 0 0% 0 0% 20 100%

5. Our school has acontinuous improvementprocess based on data,goals, actions, andmeasures for growth.


Average Score 11 55% 9 45% 0 0% 0 0% 20 100%

4.55 11 55% 9 45% 0 0% 0 0% 20 100%

Total 11 55% 9 45% 0 0% 0 0% 20 100%

Total 56 56% 41 41% 2 2% 1 1% 100 100%

Section: Governance and Leadership

1 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %6. Our school'sgoverning body orschool board complieswith all policies,procedures, laws, andregulations.


Average Score 8 42.11% 9 47.37% 2 10.53% 0 0% 19 100%

4.32 8 42.11% 9 47.37% 2 10.53% 0 0% 19 100%

Total 8 42.11% 9 47.37% 2 10.53% 0 0% 19 100%

7. Our school'sgoverning body orschool board maintainsa distinction between itsroles andresponsibilities andthose of schoolleadership.


Average Score 5 26.32% 12 63.16% 2 10.53% 0 0% 19 100%

4.16 5 26.32% 12 63.16% 2 10.53% 0 0% 19 100%

Total 5 26.32% 12 63.16% 2 10.53% 0 0% 19 100%

8. Our school's leaderssupport an innovativeand collaborativeculture.


Average Score 7 36.84% 10 52.63% 2 10.53% 0 0% 19 100%

4.26 7 36.84% 10 52.63% 2 10.53% 0 0% 19 100%

Total 7 36.84% 10 52.63% 2 10.53% 0 0% 19 100%

9. Our school's leadersexpect staff members tohold all students to highacademic standards.


Average Score 11 57.89% 7 36.84% 1 5.26% 0 0% 19 100%

4.53 11 57.89% 7 36.84% 1 5.26% 0 0% 19 100%

Total 11 57.89% 7 36.84% 1 5.26% 0 0% 19 100%

10. Our school's leadershold themselvesaccountable for studentlearning.


Average Score 9 47.37% 8 42.11% 2 10.53% 0 0% 19 100%

4.37 9 47.37% 8 42.11% 2 10.53% 0 0% 19 100%

Total 9 47.37% 8 42.11% 2 10.53% 0 0% 19 100%

11. Our school's leadershold all staff membersaccountable for studentlearning.


Average Score 9 47.37% 9 47.37% 0 0% 1 5.26% 19 100%

4.37 9 47.37% 9 47.37% 0 0% 1 5.26% 19 100%

Total 9 47.37% 9 47.37% 0 0% 1 5.26% 19 100%

12. Our school's leadersregularly evaluate staffmembers on criteriadesigned to improveteaching and learning.


Average Score 10 52.63% 7 36.84% 2 10.53% 0 0% 19 100%

4.42 10 52.63% 7 36.84% 2 10.53% 0 0% 19 100%

Total 10 52.63% 7 36.84% 2 10.53% 0 0% 19 100%

13. Our school's leadersensure all staff membersuse supervisoryfeedback to improvestudent learning.


Average Score 6 31.58% 10 52.63% 2 10.53% 1 5.26% 19 100%

4.11 6 31.58% 10 52.63% 2 10.53% 1 5.26% 19 100%

Total 6 31.58% 10 52.63% 2 10.53% 1 5.26% 19 100%

2 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %14. Our school's leadersengage effectively withall stakeholders aboutthe school‘s purposeand direction.


Average Score 6 31.58% 10 52.63% 3 15.79% 0 0% 19 100%

4.16 6 31.58% 10 52.63% 3 15.79% 0 0% 19 100%

Total 6 31.58% 10 52.63% 3 15.79% 0 0% 19 100%

15. Our school's leadersprovide opportunities forstakeholders to beinvolved in the school.


Average Score 5 26.32% 9 47.37% 5 26.32% 0 0% 19 100%

4.0 5 26.32% 9 47.37% 5 26.32% 0 0% 19 100%

Total 5 26.32% 9 47.37% 5 26.32% 0 0% 19 100%

Total 76 40% 91 47.89% 21 11.05% 2 1.05% 190 100%

Section: Teaching and Assessing for Learning


# %

Agree

# %

Neutral

# %

Disagree

# %

Not Applicable

# %

Total

# %16. All teachers in ourschool monitor andadjust curriculum,instruction, andassessment based ondata from studentassessments andexamination ofprofessional practice.


Average Score 3 15.79% 13 68.42% 3 15.79% 0 0% 0 0% 19 100%

4.0 3 15.79% 13 68.42% 3 15.79% 0 0% 0 0% 19 100%

Total 3 15.79% 13 68.42% 3 15.79% 0 0% 0 0% 19 100%

17. All teachers in ourschool personalizeinstructional strategiesand interventions toaddress individuallearning needs ofstudents.


Average Score 6 31.58% 10 52.63% 3 15.79% 0 0% 0 0% 19 100%

4.16 6 31.58% 10 52.63% 3 15.79% 0 0% 0 0% 19 100%

Total 6 31.58% 10 52.63% 3 15.79% 0 0% 0 0% 19 100%

18. All teachers in ourschool regularly useinstructional strategiesthat require studentcollaboration, self-reflection, anddevelopment of criticalthinking skills.


Average Score 4 21.05% 12 63.16% 2 10.53% 1 5.26% 0 0% 19 100%

4.0 4 21.05% 12 63.16% 2 10.53% 1 5.26% 0 0% 19 100%

Total 4 21.05% 12 63.16% 2 10.53% 1 5.26% 0 0% 19 100%

3 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Not Applicable

# %

Total

# %

19. All teachers in ourschool use a variety oftechnologies asinstructional resources.


Average Score 2 10.53% 10 52.63% 4 21.05% 3 15.79% 0 0% 19 100%

3.58 2 10.53% 10 52.63% 4 21.05% 3 15.79% 0 0% 19 100%

Total 2 10.53% 10 52.63% 4 21.05% 3 15.79% 0 0% 19 100%

20. All teachers in ourschool use a process toinform students of theirlearning expectationsand standards ofperformance.


Average Score 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

4.05 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

Total 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

21. All teachers in ourschool provide studentswith specific and timelyfeedback about theirlearning.


Average Score 3 15.79% 11 57.89% 5 26.32% 0 0% 0 0% 19 100%

3.89 3 15.79% 11 57.89% 5 26.32% 0 0% 0 0% 19 100%

Total 3 15.79% 11 57.89% 5 26.32% 0 0% 0 0% 19 100%

22. All teachers in ourschool use multipletypes of assessments tomodify instruction andto revise the curriculum.


Average Score 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

4.05 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

Total 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

23. All teachers in ourschool use consistentcommon grading andreporting policies acrossgrade levels and coursesbased on clearly definedcriteria.


Average Score 5 26.32% 11 57.89% 3 15.79% 0 0% 0 0% 19 100%

4.11 5 26.32% 11 57.89% 3 15.79% 0 0% 0 0% 19 100%

Total 5 26.32% 11 57.89% 3 15.79% 0 0% 0 0% 19 100%

24. All teachers in ourschool participate incollaborative learningcommunities that meetboth informally andformally across gradelevels and content areas.


Average Score 3 15.79% 12 63.16% 3 15.79% 1 5.26% 0 0% 19 100%

3.89 3 15.79% 12 63.16% 3 15.79% 1 5.26% 0 0% 19 100%

Total 3 15.79% 12 63.16% 3 15.79% 1 5.26% 0 0% 19 100%

4 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Not Applicable

# %

Total

# %25. All teachers in ourschool have beentrained to implement aformal process thatpromotes discussionabout student learning(e.g., action research,examination of studentwork, reflection, studyteams, and peercoaching).


Average Score 6 31.58% 10 52.63% 3 15.79% 0 0% 0 0% 19 100%

4.16 6 31.58% 10 52.63% 3 15.79% 0 0% 0 0% 19 100%

Total 6 31.58% 10 52.63% 3 15.79% 0 0% 0 0% 19 100%

26. In our school,challenging curriculumand learningexperiences provideequity for all students inthe development oflearning, thinking, andlife skills.


Average Score 1 5.26% 16 84.21% 2 10.53% 0 0% 0 0% 19 100%

3.95 1 5.26% 16 84.21% 2 10.53% 0 0% 0 0% 19 100%

Total 1 5.26% 16 84.21% 2 10.53% 0 0% 0 0% 19 100%

27. In our school, relatedlearning supportservices are provided forall students based ontheir needs.


Average Score 7 36.84% 9 47.37% 3 15.79% 0 0% 0 0% 19 100%

4.21 7 36.84% 9 47.37% 3 15.79% 0 0% 0 0% 19 100%

Total 7 36.84% 9 47.37% 3 15.79% 0 0% 0 0% 19 100%

28. In our school, aformal structure existsso that each student iswell known by at leastone adult advocate inthe school who supportsthat student'seducational experience.


Average Score 6 31.58% 8 42.11% 3 15.79% 1 5.26% 1 5.26% 19 100%

3.84 6 31.58% 8 42.11% 3 15.79% 1 5.26% 1 5.26% 19 100%

Total 6 31.58% 8 42.11% 3 15.79% 1 5.26% 1 5.26% 19 100%

29. In our school, allstaff members usestudent data to addressthe unique learningneeds of all students.


Average Score 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

4.05 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

Total 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

30. In our school, staffmembers provide peercoaching to teachers.


Average Score 4 21.05% 6 31.58% 6 31.58% 3 15.79% 0 0% 19 100%

3.58 4 21.05% 6 31.58% 6 31.58% 3 15.79% 0 0% 19 100%

Total 4 21.05% 6 31.58% 6 31.58% 3 15.79% 0 0% 19 100%

5 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Not Applicable

# %

Total

# %31. In our school, aformal process is inplace to support newstaff members in theirprofessional practice.


Average Score 2 10.53% 10 52.63% 4 21.05% 3 15.79% 0 0% 19 100%

3.58 2 10.53% 10 52.63% 4 21.05% 3 15.79% 0 0% 19 100%

Total 2 10.53% 10 52.63% 4 21.05% 3 15.79% 0 0% 19 100%

32. In our school, allstaff membersparticipate in continuousprofessional learningbased on identifiedneeds of the school.


Average Score 7 36.84% 12 63.16% 0 0% 0 0% 0 0% 19 100%

4.37 7 36.84% 12 63.16% 0 0% 0 0% 0 0% 19 100%

Total 7 36.84% 12 63.16% 0 0% 0 0% 0 0% 19 100%

33. In our school, aprofessional learningprogram is designed tobuild capacity among allprofessional andsupport staff members.


Average Score 5 26.32% 12 63.16% 1 5.26% 0 0% 1 5.26% 19 100%

4.0 5 26.32% 12 63.16% 1 5.26% 0 0% 1 5.26% 19 100%

Total 5 26.32% 12 63.16% 1 5.26% 0 0% 1 5.26% 19 100%

34. In our school, allschool personnelregularly engagefamilies in theirchildren's learningprogress.


Average Score 2 10.53% 10 52.63% 6 31.58% 1 5.26% 0 0% 19 100%

3.68 2 10.53% 10 52.63% 6 31.58% 1 5.26% 0 0% 19 100%

Total 2 10.53% 10 52.63% 6 31.58% 1 5.26% 0 0% 19 100%

35. In our school, allstakeholders areinformed of policies,processes, andprocedures related tograding and reporting.


Average Score 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

4.05 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

Total 4 21.05% 12 63.16% 3 15.79% 0 0% 0 0% 19 100%

Total 82 21.58% 220 57.89% 63 16.58% 13 3.42% 2 0.53% 380 100%

Section: Resources and Support Systems


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %

36. Our school providesqualified staff membersto support studentlearning.


Average Score 8 42.11% 10 52.63% 1 5.26% 0 0% 19 100%

4.37 8 42.11% 10 52.63% 1 5.26% 0 0% 19 100%

Total 8 42.11% 10 52.63% 1 5.26% 0 0% 19 100%

6 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %37. Our school providesinstructional time andresources to support ourschool's goals andpriorities.


Average Score 6 31.58% 11 57.89% 1 5.26% 1 5.26% 19 100%

4.16 6 31.58% 11 57.89% 1 5.26% 1 5.26% 19 100%

Total 6 31.58% 11 57.89% 1 5.26% 1 5.26% 19 100%

38. Our school providessufficient materialresources to meetstudent needs.


Average Score 3 15.79% 10 52.63% 1 5.26% 5 26.32% 19 100%

3.58 3 15.79% 10 52.63% 1 5.26% 5 26.32% 19 100%

Total 3 15.79% 10 52.63% 1 5.26% 5 26.32% 19 100%

39. Our school providesprotected instructionaltime.


Average Score 7 36.84% 10 52.63% 1 5.26% 1 5.26% 19 100%

4.21 7 36.84% 10 52.63% 1 5.26% 1 5.26% 19 100%

Total 7 36.84% 10 52.63% 1 5.26% 1 5.26% 19 100%

40. Our school providesa variety of informationresources to supportstudent learning.


Average Score 6 31.58% 10 52.63% 2 10.53% 1 5.26% 19 100%

4.11 6 31.58% 10 52.63% 2 10.53% 1 5.26% 19 100%

Total 6 31.58% 10 52.63% 2 10.53% 1 5.26% 19 100%

41. Our school providesa plan for the acquisitionand support oftechnology to supportstudent learning.


Average Score 4 21.05% 10 52.63% 4 21.05% 1 5.26% 19 100%

3.89 4 21.05% 10 52.63% 4 21.05% 1 5.26% 19 100%

Total 4 21.05% 10 52.63% 4 21.05% 1 5.26% 19 100%

42. Our school providesa plan for the acquisitionand support oftechnology to supportthe school's operationalneeds.


Average Score 3 15.79% 12 63.16% 3 15.79% 1 5.26% 19 100%

3.89 3 15.79% 12 63.16% 3 15.79% 1 5.26% 19 100%

Total 3 15.79% 12 63.16% 3 15.79% 1 5.26% 19 100%

43. Our school provideshigh quality studentsupport services (e.g.,counseling, referrals,educational, and careerplanning).


Average Score 4 21.05% 11 57.89% 3 15.79% 1 5.26% 19 100%

3.95 4 21.05% 11 57.89% 3 15.79% 1 5.26% 19 100%

Total 4 21.05% 11 57.89% 3 15.79% 1 5.26% 19 100%

44. Our school providesopportunities forstudents to participate inactivities that interestthem.


Average Score 5 26.32% 10 52.63% 2 10.53% 2 10.53% 19 100%

3.95 5 26.32% 10 52.63% 2 10.53% 2 10.53% 19 100%

Total 5 26.32% 10 52.63% 2 10.53% 2 10.53% 19 100%

7 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %

45. Our school maintainsfacilities that supportstudent learning.


Average Score 5 26.32% 14 73.68% 0 0% 0 0% 19 100%

4.26 5 26.32% 14 73.68% 0 0% 0 0% 19 100%

Total 5 26.32% 14 73.68% 0 0% 0 0% 19 100%

46. Our school maintainsfacilities that contributeto a safe environment.


Average Score 6 31.58% 13 68.42% 0 0% 0 0% 19 100%

4.32 6 31.58% 13 68.42% 0 0% 0 0% 19 100%

Total 6 31.58% 13 68.42% 0 0% 0 0% 19 100%

Total 57 27.27% 121 57.89% 18 8.61% 13 6.22% 209 100%

Section: Using Results for Continuous Improvement


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %47. Our school usesmultiple assessmentmeasures to determinestudent learning andschool performance.


Average Score 6 33.33% 11 61.11% 1 5.56% 0 0% 18 100%

4.28 6 33.33% 11 61.11% 1 5.56% 0 0% 18 100%

Total 6 33.33% 11 61.11% 1 5.56% 0 0% 18 100%

48. Our school employsconsistent assessmentmeasures acrossclassrooms andcourses.


Average Score 3 16.67% 11 61.11% 4 22.22% 0 0% 18 100%

3.94 3 16.67% 11 61.11% 4 22.22% 0 0% 18 100%

Total 3 16.67% 11 61.11% 4 22.22% 0 0% 18 100%

49. Our school has asystematic process forcollecting, analyzing,and using data.


Average Score 2 11.11% 13 72.22% 3 16.67% 0 0% 18 100%

3.94 2 11.11% 13 72.22% 3 16.67% 0 0% 18 100%

Total 2 11.11% 13 72.22% 3 16.67% 0 0% 18 100%

50. Our school ensuresall staff members aretrained in the evaluation,interpretation, and useof data.


Average Score 3 16.67% 10 55.56% 4 22.22% 1 5.56% 18 100%

3.83 3 16.67% 10 55.56% 4 22.22% 1 5.56% 18 100%

Total 3 16.67% 10 55.56% 4 22.22% 1 5.56% 18 100%

51. Our school uses datato monitor studentreadiness and successat the next level.


Average Score 1 5.56% 14 77.78% 3 16.67% 0 0% 18 100%

3.89 1 5.56% 14 77.78% 3 16.67% 0 0% 18 100%

Total 1 5.56% 14 77.78% 3 16.67% 0 0% 18 100%

8 of 47

Staff Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

Total

# %

52. Our school leadersmonitor data related tostudent achievement.


Average Score 3 16.67% 14 77.78% 1 5.56% 0 0% 18 100%

4.11 3 16.67% 14 77.78% 1 5.56% 0 0% 18 100%

Total 3 16.67% 14 77.78% 1 5.56% 0 0% 18 100%

53. Our school leadersmonitor data related toschool continuousimprovement goals.


Average Score 5 27.78% 12 66.67% 1 5.56% 0 0% 18 100%

4.22 5 27.78% 12 66.67% 1 5.56% 0 0% 18 100%

Total 5 27.78% 12 66.67% 1 5.56% 0 0% 18 100%

Total 23 18.25% 85 67.46% 17 13.49% 1 0.79% 126 100%

9 of 47

Staff Survey

Responses By Section and Question


Responses By Question

Question 1. Our school's purpose statement is clearly focused on student success.

Question 2. Our school's purpose statement is formally reviewed and revised with involvement from stakeholders.

10 of 47

Staff Survey

Question 3. Our school's purpose statement is based on shared values and beliefs that guide decision-making.

11 of 47

Staff Survey

Question 4. Our school's purpose statement is supported by the policies and practices adopted by the school board or governing body.

Question 5. Our school has a continuous improvement process based on data, goals, actions, and measures for growth.

12 of 47

Staff Survey



Question 6. Our school's governing body or school board complies with all policies, procedures, laws, and regulations.

13 of 47

Staff Survey

Question 7. Our school's governing body or school board maintains a distinction between its roles and responsibilities and those of schoolleadership.

14 of 47

Staff Survey

Question 8. Our school's leaders support an innovative and collaborative culture.

15 of 47

Staff Survey

Question 9. Our school's leaders expect staff members to hold all students to high academic standards.

Question 10. Our school's leaders hold themselves accountable for student learning.

16 of 47

Staff Survey

Question 11. Our school's leaders hold all staff members accountable for student learning.

17 of 47

Staff Survey

Question 12. Our school's leaders regularly evaluate staff members on criteria designed to improve teaching and learning.

Question 13. Our school's leaders ensure all staff members use supervisory feedback to improve student learning.

18 of 47

Staff Survey

Question 14. Our school's leaders engage effectively with all stakeholders about the school‘s purpose and direction.

19 of 47

Staff Survey

Question 15. Our school's leaders provide opportunities for stakeholders to be involved in the school.



Question 16. All teachers in our school monitor and adjust curriculum, instruction, and assessment based on data from student assessmentsand examination of professional practice.

20 of 47

Staff Survey

Question 17. All teachers in our school personalize instructional strategies and interventions to address individual learning needs of students.

21 of 47

Staff Survey

Question 18. All teachers in our school regularly use instructional strategies that require student collaboration, self-reflection, anddevelopment of critical thinking skills.

Question 19. All teachers in our school use a variety of technologies as instructional resources.

22 of 47

Staff Survey

Question 20. All teachers in our school use a process to inform students of their learning expectations and standards of performance.

23 of 47

Staff Survey

Question 21. All teachers in our school provide students with specific and timely feedback about their learning.

Question 22. All teachers in our school use multiple types of assessments to modify instruction and to revise the curriculum.

24 of 47

Staff Survey

Question 23. All teachers in our school use consistent common grading and reporting policies across grade levels and courses based onclearly defined criteria.

25 of 47

Staff Survey

Question 24. All teachers in our school participate in collaborative learning communities that meet both informally and formally across gradelevels and content areas.

26 of 47

Staff Survey

Question 25. All teachers in our school have been trained to implement a formal process that promotes discussion about student learning(e.g., action research, examination of student work, reflection, study teams, and peer coaching).

27 of 47

Staff Survey

Question 26. In our school, challenging curriculum and learning experiences provide equity for all students in the development of learning,thinking, and life skills.

28 of 47

Staff Survey

Question 27. In our school, related learning support services are provided for all students based on their needs.

29 of 47

Staff Survey

Question 28. In our school, a formal structure exists so that each student is well known by at least one adult advocate in the school whosupports that student's educational experience.

Question 29. In our school, all staff members use student data to address the unique learning needs of all students.

30 of 47

Staff Survey

Question 30. In our school, staff members provide peer coaching to teachers.

31 of 47

Staff Survey

Question 31. In our school, a formal process is in place to support new staff members in their professional practice.

Question 32. In our school, all staff members participate in continuous professional learning based on identified needs of the school.

32 of 47

Staff Survey

Question 33. In our school, a professional learning program is designed to build capacity among all professional and support staff members.

33 of 47

Staff Survey

Question 34. In our school, all school personnel regularly engage families in their children's learning progress.

Question 35. In our school, all stakeholders are informed of policies, processes, and procedures related to grading and reporting.

34 of 47

Staff Survey



Question 36. Our school provides qualified staff members to support student learning.

35 of 47

Staff Survey

Question 37. Our school provides instructional time and resources to support our school's goals and priorities.

36 of 47

Staff Survey

Question 38. Our school provides sufficient material resources to meet student needs.

Question 39. Our school provides protected instructional time.

37 of 47

Staff Survey

Question 40. Our school provides a variety of information resources to support student learning.

38 of 47

Staff Survey

Question 41. Our school provides a plan for the acquisition and support of technology to support student learning.

Question 42. Our school provides a plan for the acquisition and support of technology to support the school's operational needs.

39 of 47

Staff Survey

Question 43. Our school provides high quality student support services (e.g., counseling, referrals, educational, and career planning).

40 of 47

Staff Survey

Question 44. Our school provides opportunities for students to participate in activities that interest them.

Question 45. Our school maintains facilities that support student learning.

41 of 47

Staff Survey

Question 46. Our school maintains facilities that contribute to a safe environment.

42 of 47

Staff Survey



Question 47. Our school uses multiple assessment measures to determine student learning and school performance.

Question 48. Our school employs consistent assessment measures across classrooms and courses.

43 of 47

Staff Survey

Question 49. Our school has a systematic process for collecting, analyzing, and using data.

44 of 47

Staff Survey

Question 50. Our school ensures all staff members are trained in the evaluation, interpretation, and use of data.

Question 51. Our school uses data to monitor student readiness and success at the next level.

45 of 47

Staff Survey

Question 52. Our school leaders monitor data related to student achievement.

46 of 47

Staff Survey

Question 53. Our school leaders monitor data related to school continuous improvement goals.

47 of 47

Student Survey (Middle and High)




# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

1. In my school,programs and servicesare available to help mesucceed.


Average Score 70 23.18% 162 53.64% 55 18.21% 11 3.64% 3 0.99% 1 0.33% 302 100%

3.93 70 23.18% 162 53.64% 55 18.21% 11 3.64% 3 0.99% 1 0.33% 302 100%

Total 70 23.18% 162 53.64% 55 18.21% 11 3.64% 3 0.99% 1 0.33% 302 100%

2. In my school, thepurpose andexpectations are clearlyexplained to me and myfamily.


Average Score 61 20.2% 162 53.64% 61 20.2% 13 4.3% 5 1.66% 0 0% 302 100%

3.86 61 20.2% 162 53.64% 61 20.2% 13 4.3% 5 1.66% 0 0% 302 100%

Total 61 20.2% 162 53.64% 61 20.2% 13 4.3% 5 1.66% 0 0% 302 100%

3. In my school, a highquality education isoffered.


Average Score 70 23.18% 141 46.69% 68 22.52% 19 6.29% 4 1.32% 0 0% 302 100%

3.84 70 23.18% 141 46.69% 68 22.52% 19 6.29% 4 1.32% 0 0% 302 100%

Total 70 23.18% 141 46.69% 68 22.52% 19 6.29% 4 1.32% 0 0% 302 100%

4. In my school, allstudents are treated withrespect.


Average Score 49 16.23% 88 29.14% 103 34.11% 43 14.24% 17 5.63% 2 0.66% 302 100%

3.34 49 16.23% 88 29.14% 103 34.11% 43 14.24% 17 5.63% 2 0.66% 302 100%

Total 49 16.23% 88 29.14% 103 34.11% 43 14.24% 17 5.63% 2 0.66% 302 100%

5. In my school, teacherswork together toimprove studentlearning.


Average Score 67 22.19% 130 43.05% 73 24.17% 25 8.28% 5 1.66% 2 0.66% 302 100%

3.74 67 22.19% 130 43.05% 73 24.17% 25 8.28% 5 1.66% 2 0.66% 302 100%

Total 67 22.19% 130 43.05% 73 24.17% 25 8.28% 5 1.66% 2 0.66% 302 100%

Total 317 20.99% 683 45.23% 360 23.84% 111 7.35% 34 2.25% 5 0.33% 1,510 100%


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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

6. In my school, rules areapplied equally to allstudents.


Average Score 70 23.65% 101 34.12% 73 24.66% 33 11.15% 19 6.42% 0 0% 296 100%

3.57 70 23.65% 101 34.12% 73 24.66% 33 11.15% 19 6.42% 0 0% 296 100%

Total 70 23.65% 101 34.12% 73 24.66% 33 11.15% 19 6.42% 0 0% 296 100%

7. In my school, studentstreat adults with respect.


Average Score 36 12.16% 81 27.36% 129 43.58% 33 11.15% 16 5.41% 1 0.34% 296 100%

3.29 36 12.16% 81 27.36% 129 43.58% 33 11.15% 16 5.41% 1 0.34% 296 100%

Total 36 12.16% 81 27.36% 129 43.58% 33 11.15% 16 5.41% 1 0.34% 296 100%

8. In my school, theprincipal and teachershave high expectationsof me.


Average Score 78 26.35% 141 47.64% 60 20.27% 9 3.04% 7 2.36% 1 0.34% 296 100%

3.92 78 26.35% 141 47.64% 60 20.27% 9 3.04% 7 2.36% 1 0.34% 296 100%

Total 78 26.35% 141 47.64% 60 20.27% 9 3.04% 7 2.36% 1 0.34% 296 100%

Total 184 20.72% 323 36.37% 262 29.5% 75 8.45% 42 4.73% 2 0.23% 888 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

9. My school gives memultiple assessments tocheck my understandingof what was taught.


Average Score 46 16.08% 131 45.8% 89 31.12% 15 5.24% 5 1.75% 0 0% 286 100%

3.69 46 16.08% 131 45.8% 89 31.12% 15 5.24% 5 1.75% 0 0% 286 100%

Total 46 16.08% 131 45.8% 89 31.12% 15 5.24% 5 1.75% 0 0% 286 100%

10. My school providesme with challengingcurriculum and learningexperiences.


Average Score 62 21.68% 144 50.35% 64 22.38% 10 3.5% 5 1.75% 1 0.35% 286 100%

3.86 62 21.68% 144 50.35% 64 22.38% 10 3.5% 5 1.75% 1 0.35% 286 100%

Total 62 21.68% 144 50.35% 64 22.38% 10 3.5% 5 1.75% 1 0.35% 286 100%

11. My school preparesme to deal with issues Imay face in the future.


Average Score 48 16.78% 135 47.2% 73 25.52% 22 7.69% 6 2.1% 2 0.7% 286 100%

3.67 48 16.78% 135 47.2% 73 25.52% 22 7.69% 6 2.1% 2 0.7% 286 100%

Total 48 16.78% 135 47.2% 73 25.52% 22 7.69% 6 2.1% 2 0.7% 286 100%

12. My school motivatesme to learn new things.


Average Score 58 20.28% 133 46.5% 75 26.22% 15 5.24% 5 1.75% 0 0% 286 100%

3.78 58 20.28% 133 46.5% 75 26.22% 15 5.24% 5 1.75% 0 0% 286 100%

Total 58 20.28% 133 46.5% 75 26.22% 15 5.24% 5 1.75% 0 0% 286 100%

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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

13. My school offersopportunities for myfamily to becomeinvolved in schoolactivities and mylearning.


Average Score 48 16.78% 113 39.51% 89 31.12% 29 10.14% 7 2.45% 0 0% 286 100%

3.58 48 16.78% 113 39.51% 89 31.12% 29 10.14% 7 2.45% 0 0% 286 100%

Total 48 16.78% 113 39.51% 89 31.12% 29 10.14% 7 2.45% 0 0% 286 100%

14. My school makessure there is at least oneadult who knows me welland shows interest in myeducation and future.


Average Score 44 15.38% 120 41.96% 79 27.62% 30 10.49% 13 4.55% 0 0% 286 100%

3.53 44 15.38% 120 41.96% 79 27.62% 30 10.49% 13 4.55% 0 0% 286 100%

Total 44 15.38% 120 41.96% 79 27.62% 30 10.49% 13 4.55% 0 0% 286 100%

15. My school provideslearning services for meaccording to my needs.


Average Score 43 15.03% 132 46.15% 82 28.67% 23 8.04% 6 2.1% 0 0% 286 100%

3.64 43 15.03% 132 46.15% 82 28.67% 23 8.04% 6 2.1% 0 0% 286 100%

Total 43 15.03% 132 46.15% 82 28.67% 23 8.04% 6 2.1% 0 0% 286 100%

16. All of my teachersuse a variety of teachingmethods and learningactivities to help medevelop the skills I willneed to succeed.


Average Score 56 19.58% 141 49.3% 62 21.68% 21 7.34% 6 2.1% 0 0% 286 100%

3.77 56 19.58% 141 49.3% 62 21.68% 21 7.34% 6 2.1% 0 0% 286 100%

Total 56 19.58% 141 49.3% 62 21.68% 21 7.34% 6 2.1% 0 0% 286 100%

17. All of my teacherschange their teaching tomeet my learning needs.


Average Score 35 12.24% 76 26.57% 100 34.97% 47 16.43% 27 9.44% 1 0.35% 286 100%

3.15 35 12.24% 76 26.57% 100 34.97% 47 16.43% 27 9.44% 1 0.35% 286 100%

Total 35 12.24% 76 26.57% 100 34.97% 47 16.43% 27 9.44% 1 0.35% 286 100%

18. All of my teachersexplain theirexpectations for learningand behavior so I can besuccessful.


Average Score 51 17.83% 142 49.65% 67 23.43% 17 5.94% 9 3.15% 0 0% 286 100%

3.73 51 17.83% 142 49.65% 67 23.43% 17 5.94% 9 3.15% 0 0% 286 100%

Total 51 17.83% 142 49.65% 67 23.43% 17 5.94% 9 3.15% 0 0% 286 100%

19. All of my teachersuse tests, projects,presentations, andportfolios to check myunderstanding of whatwas taught.


Average Score 53 18.53% 158 55.24% 57 19.93% 12 4.2% 6 2.1% 0 0% 286 100%

3.84 53 18.53% 158 55.24% 57 19.93% 12 4.2% 6 2.1% 0 0% 286 100%

Total 53 18.53% 158 55.24% 57 19.93% 12 4.2% 6 2.1% 0 0% 286 100%

20. All of my teachersprovide me withinformation about mylearning and grades.


Average Score 48 16.78% 153 53.5% 63 22.03% 16 5.59% 6 2.1% 0 0% 286 100%

3.77 48 16.78% 153 53.5% 63 22.03% 16 5.59% 6 2.1% 0 0% 286 100%

Total 48 16.78% 153 53.5% 63 22.03% 16 5.59% 6 2.1% 0 0% 286 100%

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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

21. All of my teacherskeep my family informedof my academicprogress.


Average Score 41 14.34% 95 33.22% 111 38.81% 30 10.49% 6 2.1% 3 1.05% 286 100%

3.44 41 14.34% 95 33.22% 111 38.81% 30 10.49% 6 2.1% 3 1.05% 286 100%

Total 41 14.34% 95 33.22% 111 38.81% 30 10.49% 6 2.1% 3 1.05% 286 100%

22. All of my teachersfairly grade and evaluatemy work.


Average Score 57 19.93% 150 52.45% 55 19.23% 13 4.55% 10 3.5% 1 0.35% 286 100%

3.8 57 19.93% 150 52.45% 55 19.23% 13 4.55% 10 3.5% 1 0.35% 286 100%

Total 57 19.93% 150 52.45% 55 19.23% 13 4.55% 10 3.5% 1 0.35% 286 100%

Total 690 17.23% 1,823 45.53% 1,066 26.62% 300 7.49% 117 2.92% 8 0.2% 4,004 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

23. In my school, thebuilding and groundsare safe, clean, andprovide a healthy placefor learning.


Average Score 45 16.42% 113 41.24% 89 32.48% 16 5.84% 11 4.01% 0 0% 274 100%

3.6 45 16.42% 113 41.24% 89 32.48% 16 5.84% 11 4.01% 0 0% 274 100%

Total 45 16.42% 113 41.24% 89 32.48% 16 5.84% 11 4.01% 0 0% 274 100%

24. In my school,students respect theproperty of others.


Average Score 29 10.58% 67 24.45% 100 36.5% 51 18.61% 26 9.49% 1 0.36% 274 100%

3.07 29 10.58% 67 24.45% 100 36.5% 51 18.61% 26 9.49% 1 0.36% 274 100%

Total 29 10.58% 67 24.45% 100 36.5% 51 18.61% 26 9.49% 1 0.36% 274 100%

25. In my school, avariety of resources areavailable to help mesucceed (e.g., teachingstaff, technology, mediacenter).


Average Score 47 17.15% 129 47.08% 74 27.01% 15 5.47% 9 3.28% 0 0% 274 100%

3.69 47 17.15% 129 47.08% 74 27.01% 15 5.47% 9 3.28% 0 0% 274 100%

Total 47 17.15% 129 47.08% 74 27.01% 15 5.47% 9 3.28% 0 0% 274 100%

26. In my school,computers are up-to-date and used byteachers to help melearn.


Average Score 39 14.23% 106 38.69% 81 29.56% 30 10.95% 18 6.57% 0 0% 274 100%

3.43 39 14.23% 106 38.69% 81 29.56% 30 10.95% 18 6.57% 0 0% 274 100%

Total 39 14.23% 106 38.69% 81 29.56% 30 10.95% 18 6.57% 0 0% 274 100%

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# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

27. In my school,students help each othereven if they are notfriends.


Average Score 32 11.68% 79 28.83% 83 30.29% 49 17.88% 28 10.22% 3 1.09% 274 100%

3.11 32 11.68% 79 28.83% 83 30.29% 49 17.88% 28 10.22% 3 1.09% 274 100%

Total 32 11.68% 79 28.83% 83 30.29% 49 17.88% 28 10.22% 3 1.09% 274 100%

28. In my school, I canparticipate in activitiesthat interest me.


Average Score 66 24.09% 140 51.09% 53 19.34% 10 3.65% 5 1.82% 0 0% 274 100%

3.92 66 24.09% 140 51.09% 53 19.34% 10 3.65% 5 1.82% 0 0% 274 100%

Total 66 24.09% 140 51.09% 53 19.34% 10 3.65% 5 1.82% 0 0% 274 100%

29. In my school, I haveaccess to counseling,career planning, andother programs to helpme in school.


Average Score 59 21.53% 135 49.27% 68 24.82% 7 2.55% 5 1.82% 0 0% 274 100%

3.86 59 21.53% 135 49.27% 68 24.82% 7 2.55% 5 1.82% 0 0% 274 100%

Total 59 21.53% 135 49.27% 68 24.82% 7 2.55% 5 1.82% 0 0% 274 100%

Total 317 16.53% 769 40.09% 548 28.57% 178 9.28% 102 5.32% 4 0.21% 1,918 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

30. My school sharesinformation aboutschool success with myfamily and communitymembers.


Average Score 39 14.29% 113 41.39% 89 32.6% 27 9.89% 3 1.1% 2 0.73% 273 100%

3.56 39 14.29% 113 41.39% 89 32.6% 27 9.89% 3 1.1% 2 0.73% 273 100%

Total 39 14.29% 113 41.39% 89 32.6% 27 9.89% 3 1.1% 2 0.73% 273 100%

31. My school considersstudents' opinions whenplanning ways toimprove the school.


Average Score 36 13.19% 98 35.9% 77 28.21% 42 15.38% 12 4.4% 8 2.93% 273 100%

3.29 36 13.19% 98 35.9% 77 28.21% 42 15.38% 12 4.4% 8 2.93% 273 100%

Total 36 13.19% 98 35.9% 77 28.21% 42 15.38% 12 4.4% 8 2.93% 273 100%

32. My school preparesme for success in thenext school year.


Average Score 57 20.88% 124 45.42% 73 26.74% 11 4.03% 4 1.47% 4 1.47% 273 100%

3.76 57 20.88% 124 45.42% 73 26.74% 11 4.03% 4 1.47% 4 1.47% 273 100%

Total 57 20.88% 124 45.42% 73 26.74% 11 4.03% 4 1.47% 4 1.47% 273 100%

Total 132 16.12% 335 40.9% 239 29.18% 80 9.77% 19 2.32% 14 1.71% 819 100%

5 of 27





Question 1. In my school, programs and services are available to help me succeed.

Question 2. In my school, the purpose and expectations are clearly explained to me and my family.

6 of 27


Question 3. In my school, a high quality education is offered.

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Question 4. In my school, all students are treated with respect.

Question 5. In my school, teachers work together to improve student learning.

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Question 6. In my school, rules are applied equally to all students.

9 of 27


Question 7. In my school, students treat adults with respect.

10 of 27


Question 8. In my school, the principal and teachers have high expectations of me.



Question 9. My school gives me multiple assessments to check my understanding of what was taught.

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Question 10. My school provides me with challenging curriculum and learning experiences.

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Question 11. My school prepares me to deal with issues I may face in the future.

Question 12. My school motivates me to learn new things.

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Question 13. My school offers opportunities for my family to become involved in school activities and my learning.

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Question 14. My school makes sure there is at least one adult who knows me well and shows interest in my education and future.

Question 15. My school provides learning services for me according to my needs.

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Question 16. All of my teachers use a variety of teaching methods and learning activities to help me develop the skills I will need to succeed.

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Question 17. All of my teachers change their teaching to meet my learning needs.

Question 18. All of my teachers explain their expectations for learning and behavior so I can be successful.

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Question 19. All of my teachers use tests, projects, presentations, and portfolios to check my understanding of what was taught.

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Question 20. All of my teachers provide me with information about my learning and grades.

Question 21. All of my teachers keep my family informed of my academic progress.

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Question 22. All of my teachers fairly grade and evaluate my work.

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Question 23. In my school, the building and grounds are safe, clean, and provide a healthy place for learning.

Question 24. In my school, students respect the property of others.

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Question 25. In my school, a variety of resources are available to help me succeed (e.g., teaching staff, technology, media center).

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Question 26. In my school, computers are up-to-date and used by teachers to help me learn.

Question 27. In my school, students help each other even if they are not friends.

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Question 28. In my school, I can participate in activities that interest me.

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Question 29. In my school, I have access to counseling, career planning, and other programs to help me in school.



Question 30. My school shares information about school success with my family and community members.

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Question 31. My school considers students' opinions when planning ways to improve the school.

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Question 32. My school prepares me for success in the next school year.

27 of 27

Parent Survey




# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

1. Our school's purposestatement is clearlyfocused on studentsuccess.


Average Score 28 24.78% 62 54.87% 18 15.93% 3 2.65% 2 1.77% 113 100%

3.98 28 24.78% 62 54.87% 18 15.93% 3 2.65% 2 1.77% 113 100%

Total 28 24.78% 62 54.87% 18 15.93% 3 2.65% 2 1.77% 113 100%

2. Our school's purposestatement is formallyreviewed and revisedwith involvement fromparents.


Average Score 18 15.93% 48 42.48% 37 32.74% 8 7.08% 2 1.77% 113 100%

3.64 18 15.93% 48 42.48% 37 32.74% 8 7.08% 2 1.77% 113 100%

Total 18 15.93% 48 42.48% 37 32.74% 8 7.08% 2 1.77% 113 100%

3. Our school hasestablished goals and aplan for improvingstudent learning.


Average Score 24 21.24% 60 53.1% 21 18.58% 8 7.08% 0 0% 113 100%

3.88 24 21.24% 60 53.1% 21 18.58% 8 7.08% 0 0% 113 100%

Total 24 21.24% 60 53.1% 21 18.58% 8 7.08% 0 0% 113 100%

Total 70 20.65% 170 50.15% 76 22.42% 19 5.6% 4 1.18% 339 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

4. Our school'sgoverning body operatesresponsibly andfunctions effectively.


Average Score 18 16.51% 59 54.13% 21 19.27% 8 7.34% 2 1.83% 1 0.92% 109 100%

3.73 18 16.51% 59 54.13% 21 19.27% 8 7.34% 2 1.83% 1 0.92% 109 100%

Total 18 16.51% 59 54.13% 21 19.27% 8 7.34% 2 1.83% 1 0.92% 109 100%

5. Our school'sgoverning body does notinterfere with theoperation or leadershipof our school.


Average Score 17 15.6% 53 48.62% 32 29.36% 2 1.83% 4 3.67% 1 0.92% 109 100%

3.68 17 15.6% 53 48.62% 32 29.36% 2 1.83% 4 3.67% 1 0.92% 109 100%

Total 17 15.6% 53 48.62% 32 29.36% 2 1.83% 4 3.67% 1 0.92% 109 100%

1 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

6. Our school has highexpectations forstudents in all classes.


Average Score 27 24.77% 54 49.54% 21 19.27% 6 5.5% 1 0.92% 0 0% 109 100%

3.92 27 24.77% 54 49.54% 21 19.27% 6 5.5% 1 0.92% 0 0% 109 100%

Total 27 24.77% 54 49.54% 21 19.27% 6 5.5% 1 0.92% 0 0% 109 100%

7. Our school sharesresponsibility forstudent learning with itsstakeholders.


Average Score 15 13.76% 53 48.62% 29 26.61% 11 10.09% 0 0% 1 0.92% 109 100%

3.63 15 13.76% 53 48.62% 29 26.61% 11 10.09% 0 0% 1 0.92% 109 100%

Total 15 13.76% 53 48.62% 29 26.61% 11 10.09% 0 0% 1 0.92% 109 100%

8. Our schoolcommunicateseffectively about theschool's goals andactivities.


Average Score 21 19.27% 57 52.29% 21 19.27% 7 6.42% 3 2.75% 0 0% 109 100%

3.79 21 19.27% 57 52.29% 21 19.27% 7 6.42% 3 2.75% 0 0% 109 100%

Total 21 19.27% 57 52.29% 21 19.27% 7 6.42% 3 2.75% 0 0% 109 100%

9. Our school providesopportunities forstakeholders to beinvolved in the school.


Average Score 17 15.6% 50 45.87% 32 29.36% 8 7.34% 1 0.92% 1 0.92% 109 100%

3.65 17 15.6% 50 45.87% 32 29.36% 8 7.34% 1 0.92% 1 0.92% 109 100%

Total 17 15.6% 50 45.87% 32 29.36% 8 7.34% 1 0.92% 1 0.92% 109 100%

Total 115 17.58% 326 49.85% 156 23.85% 42 6.42% 11 1.68% 4 0.61% 654 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

10. All of my child'steachers provide anequitable curriculum thatmeets his/her learningneeds.


Average Score 17 16.35% 55 52.88% 16 15.38% 13 12.5% 3 2.88% 0 0% 104 100%

3.67 17 16.35% 55 52.88% 16 15.38% 13 12.5% 3 2.88% 0 0% 104 100%

Total 17 16.35% 55 52.88% 16 15.38% 13 12.5% 3 2.88% 0 0% 104 100%

11. All of my child'steachers give work thatchallenges my child.


Average Score 19 18.27% 51 49.04% 19 18.27% 14 13.46% 1 0.96% 0 0% 104 100%

3.7 19 18.27% 51 49.04% 19 18.27% 14 13.46% 1 0.96% 0 0% 104 100%

Total 19 18.27% 51 49.04% 19 18.27% 14 13.46% 1 0.96% 0 0% 104 100%

12. All of my child'steachers use a variety ofteaching strategies andlearning activities.


Average Score 14 13.46% 57 54.81% 18 17.31% 14 13.46% 1 0.96% 0 0% 104 100%

3.66 14 13.46% 57 54.81% 18 17.31% 14 13.46% 1 0.96% 0 0% 104 100%

Total 14 13.46% 57 54.81% 18 17.31% 14 13.46% 1 0.96% 0 0% 104 100%

2 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

13. All of my child'steachers meet his/herlearning needs byindividualizinginstruction.


Average Score 14 13.46% 39 37.5% 26 25% 21 20.19% 4 3.85% 0 0% 104 100%

3.37 14 13.46% 39 37.5% 26 25% 21 20.19% 4 3.85% 0 0% 104 100%

Total 14 13.46% 39 37.5% 26 25% 21 20.19% 4 3.85% 0 0% 104 100%

14. All of my child'steachers work as a teamto help my child learn.


Average Score 13 12.5% 44 42.31% 25 24.04% 17 16.35% 5 4.81% 0 0% 104 100%

3.41 13 12.5% 44 42.31% 25 24.04% 17 16.35% 5 4.81% 0 0% 104 100%

Total 13 12.5% 44 42.31% 25 24.04% 17 16.35% 5 4.81% 0 0% 104 100%

15. All of my child'steachers help me tounderstand my child'sprogress.


Average Score 13 12.5% 52 50% 21 20.19% 14 13.46% 4 3.85% 0 0% 104 100%

3.54 13 12.5% 52 50% 21 20.19% 14 13.46% 4 3.85% 0 0% 104 100%

Total 13 12.5% 52 50% 21 20.19% 14 13.46% 4 3.85% 0 0% 104 100%

16. All of my child'steachers keep meinformed regularly ofhow my child is beinggraded.


Average Score 12 11.54% 31 29.81% 31 29.81% 22 21.15% 7 6.73% 1 0.96% 104 100%

3.15 12 11.54% 31 29.81% 31 29.81% 22 21.15% 7 6.73% 1 0.96% 104 100%

Total 12 11.54% 31 29.81% 31 29.81% 22 21.15% 7 6.73% 1 0.96% 104 100%

17. All of my child'steachers report on mychild's progress in easyto understand language.


Average Score 16 15.38% 52 50% 24 23.08% 9 8.65% 1 0.96% 2 1.92% 104 100%

3.64 16 15.38% 52 50% 24 23.08% 9 8.65% 1 0.96% 2 1.92% 104 100%

Total 16 15.38% 52 50% 24 23.08% 9 8.65% 1 0.96% 2 1.92% 104 100%

18. My child sees arelationship betweenwhat is being taught andhis/her everyday life.


Average Score 14 13.46% 46 44.23% 29 27.88% 10 9.62% 4 3.85% 1 0.96% 104 100%

3.51 14 13.46% 46 44.23% 29 27.88% 10 9.62% 4 3.85% 1 0.96% 104 100%

Total 14 13.46% 46 44.23% 29 27.88% 10 9.62% 4 3.85% 1 0.96% 104 100%

19. My child knows theexpectations for learningin all classes.


Average Score 23 22.12% 62 59.62% 16 15.38% 3 2.88% 0 0% 0 0% 104 100%

4.01 23 22.12% 62 59.62% 16 15.38% 3 2.88% 0 0% 0 0% 104 100%

Total 23 22.12% 62 59.62% 16 15.38% 3 2.88% 0 0% 0 0% 104 100%

20. My child has at leastone adult advocate inthe school.


Average Score 21 20.19% 51 49.04% 21 20.19% 10 9.62% 0 0% 1 0.96% 104 100%

3.77 21 20.19% 51 49.04% 21 20.19% 10 9.62% 0 0% 1 0.96% 104 100%

Total 21 20.19% 51 49.04% 21 20.19% 10 9.62% 0 0% 1 0.96% 104 100%

21. My child is givenmultiple assessments tomeasure his/herunderstanding of whatwas taught.


Average Score 13 12.5% 60 57.69% 20 19.23% 11 10.58% 0 0% 0 0% 104 100%

3.72 13 12.5% 60 57.69% 20 19.23% 11 10.58% 0 0% 0 0% 104 100%

Total 13 12.5% 60 57.69% 20 19.23% 11 10.58% 0 0% 0 0% 104 100%

3 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

22. My child has up-to-date computers andother technology tolearn.


Average Score 26 25% 48 46.15% 18 17.31% 10 9.62% 2 1.92% 0 0% 104 100%

3.83 26 25% 48 46.15% 18 17.31% 10 9.62% 2 1.92% 0 0% 104 100%

Total 26 25% 48 46.15% 18 17.31% 10 9.62% 2 1.92% 0 0% 104 100%

23. My child has accessto support servicesbased on his/heridentified needs.


Average Score 18 17.31% 45 43.27% 25 24.04% 11 10.58% 2 1.92% 3 2.88% 104 100%

3.55 18 17.31% 45 43.27% 25 24.04% 11 10.58% 2 1.92% 3 2.88% 104 100%

Total 18 17.31% 45 43.27% 25 24.04% 11 10.58% 2 1.92% 3 2.88% 104 100%

Total 233 16% 693 47.6% 309 21.22% 179 12.29% 34 2.34% 8 0.55% 1,456 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

24. Our school providesqualified staff membersto support studentlearning.


Average Score 19 18.45% 55 53.4% 16 15.53% 10 9.71% 3 2.91% 103 100%

3.75 19 18.45% 55 53.4% 16 15.53% 10 9.71% 3 2.91% 103 100%

Total 19 18.45% 55 53.4% 16 15.53% 10 9.71% 3 2.91% 103 100%

25. Our school providesan adequate supply oflearning resources thatare current and in goodcondition.


Average Score 18 17.48% 40 38.83% 27 26.21% 10 9.71% 8 7.77% 103 100%

3.49 18 17.48% 40 38.83% 27 26.21% 10 9.71% 8 7.77% 103 100%

Total 18 17.48% 40 38.83% 27 26.21% 10 9.71% 8 7.77% 103 100%

26. Our school providesa safe learningenvironment.


Average Score 28 27.18% 54 52.43% 15 14.56% 5 4.85% 1 0.97% 103 100%

4.0 28 27.18% 54 52.43% 15 14.56% 5 4.85% 1 0.97% 103 100%

Total 28 27.18% 54 52.43% 15 14.56% 5 4.85% 1 0.97% 103 100%

27. Our school providesstudents with access toa variety of informationresources to supporttheir learning.


Average Score 19 18.45% 49 47.57% 23 22.33% 9 8.74% 3 2.91% 103 100%

3.7 19 18.45% 49 47.57% 23 22.33% 9 8.74% 3 2.91% 103 100%

Total 19 18.45% 49 47.57% 23 22.33% 9 8.74% 3 2.91% 103 100%

4 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Total

# %

28. Our school providesexcellent supportservices (e.g.,counseling, and/orcareer planning).


Average Score 22 21.36% 32 31.07% 33 32.04% 11 10.68% 5 4.85% 103 100%

3.53 22 21.36% 32 31.07% 33 32.04% 11 10.68% 5 4.85% 103 100%

Total 22 21.36% 32 31.07% 33 32.04% 11 10.68% 5 4.85% 103 100%

29. Our school providesopportunities forstudents to participate inactivities that interestthem.


Average Score 27 26.21% 53 51.46% 16 15.53% 5 4.85% 2 1.94% 103 100%

3.95 27 26.21% 53 51.46% 16 15.53% 5 4.85% 2 1.94% 103 100%

Total 27 26.21% 53 51.46% 16 15.53% 5 4.85% 2 1.94% 103 100%

30. Our school ensuresthat the facilities supportstudent learning.


Average Score 24 23.3% 53 51.46% 14 13.59% 12 11.65% 0 0% 103 100%

3.86 24 23.3% 53 51.46% 14 13.59% 12 11.65% 0 0% 103 100%

Total 24 23.3% 53 51.46% 14 13.59% 12 11.65% 0 0% 103 100%

31. Our school ensuresthe effective use offinancial resources.


Average Score 20 19.42% 48 46.6% 22 21.36% 10 9.71% 3 2.91% 103 100%

3.7 20 19.42% 48 46.6% 22 21.36% 10 9.71% 3 2.91% 103 100%

Total 20 19.42% 48 46.6% 22 21.36% 10 9.71% 3 2.91% 103 100%

32. Our school ensuresthat instructional time isprotected andinterruptions areminimized.


Average Score 20 19.42% 60 58.25% 15 14.56% 6 5.83% 2 1.94% 103 100%

3.87 20 19.42% 60 58.25% 15 14.56% 6 5.83% 2 1.94% 103 100%

Total 20 19.42% 60 58.25% 15 14.56% 6 5.83% 2 1.94% 103 100%

Total 197 21.25% 444 47.9% 181 19.53% 78 8.41% 27 2.91% 927 100%



# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

33. Our school ensuresthat all staff membersmonitor and report theachievement of schoolgoals.


Average Score 17 16.83% 46 45.54% 33 32.67% 5 4.95% 0 0% 0 0% 101 100%

3.74 17 16.83% 46 45.54% 33 32.67% 5 4.95% 0 0% 0 0% 101 100%

Total 17 16.83% 46 45.54% 33 32.67% 5 4.95% 0 0% 0 0% 101 100%

5 of 30

Parent Survey


# %

Agree

# %

Neutral

# %

Disagree

# %

StronglyDisagree

# %

Not Applicable

# %

Total

# %

34. My child is preparedfor success in the nextschool year.


Average Score 18 17.82% 50 49.5% 27 26.73% 6 5.94% 0 0% 0 0% 101 100%

3.79 18 17.82% 50 49.5% 27 26.73% 6 5.94% 0 0% 0 0% 101 100%

Total 18 17.82% 50 49.5% 27 26.73% 6 5.94% 0 0% 0 0% 101 100%

35. My child hasadministrators andteachers that monitorand inform me of his/herlearning progress.


Average Score 15 14.85% 50 49.5% 18 17.82% 13 12.87% 4 3.96% 1 0.99% 101 100%

3.55 15 14.85% 50 49.5% 18 17.82% 13 12.87% 4 3.96% 1 0.99% 101 100%

Total 15 14.85% 50 49.5% 18 17.82% 13 12.87% 4 3.96% 1 0.99% 101 100%

Total 50 16.5% 146 48.18% 78 25.74% 24 7.92% 4 1.32% 1 0.33% 303 100%

6 of 30

Parent Survey




Question 1. Our school's purpose statement is clearly focused on student success.

Question 2. Our school's purpose statement is formally reviewed and revised with involvement from parents.

7 of 30

Parent Survey

Question 3. Our school has established goals and a plan for improving student learning.

8 of 30

Parent Survey



Question 4. Our school's governing body operates responsibly and functions effectively.

Question 5. Our school's governing body does not interfere with the operation or leadership of our school.

9 of 30

Parent Survey

Question 6. Our school has high expectations for students in all classes.

10 of 30

Parent Survey

Question 7. Our school shares responsibility for student learning with its stakeholders.

Question 8. Our school communicates effectively about the school's goals and activities.

11 of 30

Parent Survey

Question 9. Our school provides opportunities for stakeholders to be involved in the school.

12 of 30

Parent Survey



Question 10. All of my child's teachers provide an equitable curriculum that meets his/her learning needs.

Question 11. All of my child's teachers give work that challenges my child.

13 of 30

Parent Survey

Question 12. All of my child's teachers use a variety of teaching strategies and learning activities.

14 of 30

Parent Survey

Question 13. All of my child's teachers meet his/her learning needs by individualizing instruction.

Question 14. All of my child's teachers work as a team to help my child learn.

15 of 30

Parent Survey

Question 15. All of my child's teachers help me to understand my child's progress.

16 of 30

Parent Survey

Question 16. All of my child's teachers keep me informed regularly of how my child is being graded.

Question 17. All of my child's teachers report on my child's progress in easy to understand language.

17 of 30

Parent Survey

Question 18. My child sees a relationship between what is being taught and his/her everyday life.

18 of 30

Parent Survey

Question 19. My child knows the expectations for learning in all classes.

Question 20. My child has at least one adult advocate in the school.

19 of 30

Parent Survey

Question 21. My child is given multiple assessments to measure his/her understanding of what was taught.

20 of 30

Parent Survey

Question 22. My child has up-to-date computers and other technology to learn.

Question 23. My child has access to support services based on his/her identified needs.

21 of 30

Parent Survey



Question 24. Our school provides qualified staff members to support student learning.

22 of 30

Parent Survey

Question 25. Our school provides an adequate supply of learning resources that are current and in good condition.

23 of 30

Parent Survey

Question 26. Our school provides a safe learning environment.

Question 27. Our school provides students with access to a variety of information resources to support their learning.

24 of 30

Parent Survey

Question 28. Our school provides excellent support services (e.g., counseling, and/or career planning).

25 of 30

Parent Survey

Question 29. Our school provides opportunities for students to participate in activities that interest them.

Question 30. Our school ensures that the facilities support student learning.

26 of 30

Parent Survey

Question 31. Our school ensures the effective use of financial resources.

27 of 30

Parent Survey

Question 32. Our school ensures that instructional time is protected and interruptions are minimized.



Question 33. Our school ensures that all staff members monitor and report the achievement of school goals.

28 of 30

Parent Survey

Question 34. My child is prepared for success in the next school year.

29 of 30

Parent Survey

Question 35. My child has administrators and teachers that monitor and inform me of his/her learning progress.

30 of 30

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